The report--half of which consists of appendixes--describes a pilot project in London, Ontario (Canada) designed to examine the issues involved in including constant communication and cooperation between classroom teachers (CTs) and learning resource teachers (LRTs) as part of the remedial process for students with learning problems. A series of…

This survey of 508 Alberta (Canada) classroom teachers, administrators, parents, university trainers, and resource room teachers found consistency in the overall responsibilities expected of, perceived by, and performed by resource room teachers. Implications for service delivery, for teachers and parents, and for government and administrators are…

The internationally accepted definition of gifted children includes a range of factors that contribute to giftedness, but makes no mention of the child's motivation, capacity for self-initiation, or ability to work independently. Using the current definition, schools and teachers remain bound to gifted identification based on academic achievement…

This article discusses preliminary research results that indicate placement of children (n=216) with emotional/behavioral difficulties into a Nurture Group has a positive effect on a significant proportion of pupils. There is also evidence that the parents of children in Nurture Groups benefit from the positive progress made by their children.…

As an echo of the worldwide movement of inclusive education and because of the conviction of inclusive ideas, special education in Taiwan is moving toward a goal of inclusion, though not necessarily full inclusion. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and…

A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)

The article describes various models of educating blind and visually impaired students in Israel, including residential schools, resource rooms, itinerant teachers, and joint and individual initiatives. Noted are the policy of encouraging mainstreaming and the autonomy of special educators in program planning. (Author/DB)

The paper describes steps taken in initiating a program for gifted students undertaken in 11 secondary schools in Cape Province, South Africa. The development of an identification model was made difficult because the fixed South African educational system inhibits creativity and productive thinking abilities. Factors used to select students for…

A study examined use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. The student was taught targeted skills in a resource room and was able to successfully generalize the skills to regular classrooms. Teachers indicated the student's behavior significantly improved during the…

A study explored six Canadian regular class elementary teachers' attitudes toward inclusion of students with disabilities into their classrooms. Participants experienced difficulty in articulating their roles in integration and viewed resource teachers as being responsible for included students. Segregated placement was seen as superior to…

Provisions for gifted student identification and educational programming in Australia, the USSR, Venezuela, Brazil, Indonesia, Israel, and the Peoples Republic of China, and the United Kingdom are discussed. Concern for locating and serving the gifted is apparent in all these countries. Issues and program efforts in gifted education are quite…

Schools in Oxfordshire (England) are gradually moving toward integrating special needs students into regular classrooms and relying on a resource room model to provide extra services. While evolutionary change has minimized certain problems, the lack of overall policy direction has led to some problems for local education authorities. (IS)

Based on pioneering work at a school in Sheffield, England, this book explores the universal issues of access and inclusion in employment and education for children and young people with Autism Spectrum Disorders (ASD). It describes the challenges educators faced in establishing and running an integrated resource room for children with ASD within…

This paper discusses the outcomes of a Finnish study that investigated the school experiences of former special education students with emotional and behavioral disorders. Twenty-three former students, who had attended classes for students with emotional and behavioral disorders were interviewed. The students had been out of special education and…

Trends in Mexico concerning integrating children with special needs into general classrooms and a new model of service delivery providing greater site-based approaches to educating students with learning disabilities are discussed. Assignments and materials may be modified, and both resource rooms and specialists are available to the general…