Factors of location, use of space, room arrangement, and time-out area are examined for their effects on resource room programing for exceptional students. (CL)

Intended for special education teachers developing a high school resource program, the article contains 21 "tips," such as writing a short introductory letter to regular teachers when initiating a new program, striving to achieve administrative support, and communicating frequently with parents. (DB)

Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of…

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

Written job description information of 76 resource programs was compared with administrator perceived resource teacher job requirements in the areas of direct instruction, assessment, administration, and indirect service. Results indicated significant differences with far fewer responsibilities being formally described than informally perceived as…

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)

The author suggests that the systems approach used in industrial management can help in the planning of special centers for handicaped students in regular schools. Special centers are considered in terms of their growth, benefits, and as a system development. (SB)

The study explored the effects of student selection versus teacher selection of instructional activities on the activities selected and reasons given by teachers and 42 elementary resource room students for selecting particular activities. Ss' progress was monitored by a curriculum-based repeated measurement data collection and evaluation system…

As a result of a pilot program developed to foster communication between the regular class teacher and the special education resource teacher, a survey was completed by 103 teachers. Surveys were then statistically analyzed to determine the attitudes of the regular classroom teacher toward the special education resource program. Teachers were…

Three data-based strategies for promoting the transfer of skills from special education resource rooms to regular classrooms are presented within the conceptual framework of transenvironmental programming. An argument is made for increased student involvement in the decision making surrounding the adoption of each strategy. Student-centered…

The Visual Response System (VRS), a specially constructed resource room, has three powerful instructional features: (1) active student response, (2) immediate feedback, and (3) student-student interaction. Suggestions are offered for adapting the VRS system to the conventional classroom. Methods for increasing student response, providing feedback,…

Sixty elementary grade and sixty special education resource teachers studied a child's "cumulative folder" including a photograph, label, and academic, behavioral, and social vignettes. Both groups agreed on behavioral potential and ignored labeling, but regular teachers had lower academic expectations for the handicapped children. (MC)

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach suggested that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeded the resource room in attaining desirable classroom processes, student attitudes, and student achievement in basic…

A time sampling method was compared with estimates of 30 resource room teachers on their time use. Teachers were found to spend less time than they estimated for direct instruction, staffing participation, and individualized educational program involvement. (Author)

A group of researchers from Syracuse University's School of Education (New York) conducted 25 case studies of local school programs that had been nominated by teachers, administrators, and parents as being exemplary in integrating children with disabilities into the mainstream of education. The 12 case studies selected for this volume represent…