The article presents answers to teachers' commonly asked questions concerning P.L. 94-142, the Education for All Handicapped Children Act. Questions and responses touch on such aspects as mainstreaming, legislative history, resource rooms, individualized education programs, due process, funding, and Section 504 of the Rehabilitation Act of 1973.…

The article describes the program at Wellesley (Massachusetts) High School's Academic Resource Center, a program in which game-playing is used to improve the academic functioning of special needs students in preparation for reintegration into the regular classroom. (SBH)

In response to a paper by David Sabatino (EC 051 608), the author provides data from a 13 year study of special education placement further supporting findings of the ineffectiveness of special class placement, and suggests that resource personnel can best function by providing assistance to regular teachers. (DB)

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…

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)

The paper describes a three level resource room designed to provide a comprehensive program to meet the widely varying needs of handicapped students at the secondary level. An introduction provides the historical background of services to the handicapped. A description of the program includes the organization; the resource room services, such as…

The authors discuss four strategies used by different countries to effect mainstreaming. Examined are the Resource Room Model from the United States, the Educational Pairing Model from Denmark, the Consultant Teacher Model from Norway, and the Combined Services Model from Poland. It is held that the ultimate plan for integration of the Handicapped…

Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)

Special education programs for educationally and physically handicapped children are experiencing, under the impact of a variety of social forces, profound philosophical and methodological changes. Discusses one of these changes--mainstreaming--and the variations in mainstreaming programs. (Author/RK)

Evaluated with 104 experimental and 104 control Ss (at the elementary grade level) was whether the academic and behavioral gains made after 1 or 2 years of part-time placement in a behaviorally oriented resource room would be maintained following full-time attendance in a regular class for 2 or 3 years. (Author/DB)

The resource room concept need not be considered as merely an alternative learning environment for handicapped children but can aid in the improvement of general education so that fewer children need specialized services and in the provision of services for children who still require specialized instruction. (DB)

In response to a paper by David Sabatino (EC 051 608), the author suggests that the resource room concept is no panacea for the ills of special education and taht many of the services proposed are already being offered by many school systems. (DB)

The authors urge educators to accept that behavior problem youngsters can no longer be barred from the public schools and that effective programs for these children need to be implemented. This paper was presented to the State Department of Education Conference on Emotionally Handicapped Programs, Orlando, Florida, August 9, 1977. (SJL)