A survey of 40 resource room or itinerant teachers of students with visual impairments in British Columbia (Canada) gathered information concerning teacher training/experience, caseload characteristics, nature of service to students with multiple disabilities, contact with parents and other professionals, and teaching activities. (JDD)

A synthesis of eight studies, involving 442 students, that examined the perceptions of students with learning disabilities concerning their educational settings resulted in five overall findings, including (1) most students preferred to receive specialized instruction outside of the general education classroom for part of the school day and (2)…

Findings of 43 studies examining the effects of class placement on social adjustment of mentally retarded students were reviewed. Studies met the following criteria: (1) they investigated the class placement of mentally retarded students; (2) they included a dependent measure of social adjustment; and (3) they reported quantitative tests of…

Reviewed are the results of 17 studies of resource programs and their effects on the academic achievement and personal-social development of exceptional children. (Author/JYC)

Resource teachers serving mainstreamed deaf students are encouraged to make use of a student weekly progress form to aid communication with regular classroom teachers. The form covers academic progress, level of effort, specific problems, and whether a conference is desirable. (DB)

A successful Newfoundland service model for mildly disabled students which features a team approach incorporated in a resource room program is described in terms of referral, assessment, placement, programing, and evaluation procedures. (CL)

Mid-year assessment produced significantly greater results in mastered skills and problem solving by 12 learning disabled (LD) students with 40 minutes daily instruction in the SPARK-80 Computerized Mathematics System on Radio Shack terminals as opposed to nine LD students with traditional resource room mathematics instruction by experienced…

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…

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

Problems of implementing a mainstreaming program for exceptional children include lack of staff preparation and inadequate guidelines concerning resource room operation. Four approaches to the problem are recommended: a total integrated effort of all staff, a well-developed plan for teacher education, good public relations, and early involvement…

Outlines the benefits of using art activities with special education students. Part of a theme issue on art for special needs students. (SJL)

During the 1989-90 budgetary process, the Bangor (Maine) School Department established "blended funding" of special and regular education accounts, so that nonhandicapped students might also benefit from resource-room services. An evaluation study showed that teachers felt less pressured to label borderline students as special-education…

This study investigated effects of providing reading performance data on teacher and parent attitudes toward reintegration. Subjects were 23 general education teachers and 40 parents of 61 students served in special education resource room programs. Results showed significant changes in general education teachers' willingness ratios. Parents'…

A survey about teacher supervision and its perceived relationship to beneficial outcomes was completed by 580 Maine resource room teachers. Most reported little or no supervision, but what supervision was received was generally regarded as beneficial, although it often did not pertain to teaching practices. (Author/PB)

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…