English projects successfully used in secondary resource rooms for learning disabilities include student-developed storybooks, pen-pal letters, anthologies of student writing, and bulletin boards. (CL)

Seven strategies are described to encourage resource room students' development of independent organizational skills. Suggestions include use of specific duty sheets, time management instruction, and teaching of proofreading and checking techniques. (CL)

The team teaching approach was applied to a resource room program for learning disabled children at the junior high school level. Factors for program success were considered, and advantages of team teaching were pointed out. (SW)

A resource room teacher describes the versatility of a microcomputer in programing for learning disabled or emotionally handicapped students (grades K-8). She cites the microcomputer's contributions to student self-concept. (CL)

Accelerated learning techniques can help teachers of learning disabled students adjust the students' arousal levels through imagery, music, and relaxation techniques and remove conditioned barriers to learning through expectancy effects. (CL)

A buddy system was used to help reintegrate pairs of learning-disabled students into regular classroom programs. Students were taught to observe, monitor, and reinforce appropriate behavior of their "buddies." Following implementation in the resource room, the program was extended to the regular class placement. (DB)

A kitchen timer, three-minute egg timer, and individual clocks made from paper plates were used to teach time management strategies to learning disabled elementary school students in a resource room. Their attention span increased, work habits improved, and there was less frustration for both teacher and students. (VW)

Research is reviewed on competencies of resource room teachers and on effective resource room programs for mildly handicapped students. (CL)

A learning disabilities resource teacher describes ways in which she individualized instruction through physical arrangement of the classroom, availability of materials, and instructional methods that focus on readiness, a learning station framework, and thorough record keeping and evaluation. (CL)

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

The author describes the Developmental By-Pass (DBP) Instructional technology for teaching secondary and college learning disabled (LD) students by allowing students to bypass ordering and organizational deficits. (SB)

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

Suggestions for resource room teachers working with visually impaired learning disabled students include: consideration of students' unique learning needs; assessment of functional vision; use of assistive devices (such as closed-circuit television); classroom arrangement that facilitates organization and movement; and basic skills instruction…