This report discusses the findings of a review of 35 articles on the perceptions of students with disabilities regarding student placement. Results of the review indicate students with special education needs vastly prefer general education classroom placement to any form of separateness. Students generally report reluctance about leaving the…

This review examines the research on teacher roles in resource room programs. It identifies and discusses four assumptions about resource teaching, in the areas of role definition and perception by education professionals and the efficacy of direct and indirect service programs. (Author/JDD)

Rural poverty causes implementation of P.L. 94-142, The Education for All Handicapped Children Act of 1975, to be uniquely different from urban implementation. Rural areas may try to emulate urban policies, where it is possible to identify and group severely handicapped children for appropriate services, but in rural areas the availability of…

Explores the rationale behind cross-categorical resource programs for students with mild to moderate learning and behavior problems; examines the current status of this approach as a service delivery option. Discusses teacher training considerations in light of possible discrepancies between intention and implementation of cross-categorical…

Educational practices with students in both regular and special education that have stood the tests of time, research, and application are described. They include peer tutoring; direct instruction; cooperative learning; self-instructional training; curriculum-based measurement; instructional alignment; and learning strategies. (DB)