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Weslander, Darrell – G/C/T, 1983
An inservice program for regular class teachers of mainstreamed gifted and talented elementary and secondary students was conducted by resource teachers and involved consultation, workshops, and on-site visits. Evaluation revealed that close support by resource teachers prompted more open-ended and individualized assignments and greater student…
Descriptors: Elementary Secondary Education, Gifted, Inservice Teacher Education, Mainstreaming
Peer reviewedJenkins, Joseph R.; Mayhall, William F. – Exceptional Children, 1976
Descriptors: Conceptual Schemes, Elementary Education, Exceptional Child Research, Handicapped Children
PDF pending restorationBuffmire, Judy Ann – 1977
A 4-year research project involving 342 handicapped and 202 nonhandicapped children (in grades 1 through 6) was conducted to determine the practicality and impact of assigning special educators to support regular classroom teachers (the stratistician-generalist model). Examined were the following variables: teacher ratings of the student; student…
Descriptors: Academic Achievement, Elementary Education, Exceptional Child Research, Handicapped Children
Peer reviewedCantrell, Robert P.; Cantrell, Mary Lynn – Exceptional Children, 1976
Descriptors: Academic Achievement, Emotional Disturbances, Exceptional Child Research, Handicapped Children
Peer reviewedGersten, Russell; And Others – Exceptional Children, 1991
The study compared the effects of an intensive apprenticeship training experience provided to two consulting teachers with the standard training provided six consulting teachers. Significant differences were found in favor of the intensively trained teachers in all aspects of instructional improvement. (Author/DB)
Descriptors: Apprenticeships, Consultants, Elementary Education, Inservice Teacher Education
Download full textCastleberry, Michael; Gazvoda, Marjorie – 1974
The report describes and evaluates George Washington University's Complementary Teacher Training Program during the 1971-74 period. It is explained that the demonstration program was designed to prepare undergraduate special education resource teachers to work directly with mainstreamed handicapped (including learning disabled and emotionally…
Descriptors: Bibliographies, Demonstration Programs, Elementary Education, Emotional Disturbances
Ocean County Vocational Technical School, Toms River, NJ. – 1981
The creation and functioning of the Special Needs Support Services Teacher/Coordinator at Ocean County Vocational School (Toms River, New Jersey) provided the careful planning, administration, and organization required by special needs students, particularly those students mainstreamed into vocational classrooms and those students recommended for…
Descriptors: Access to Education, Coordination, Disabilities, Educational Administration
Adams, Vesper Marianne Zubrack – 1980
The primary aim of the study described in this thesis was to investigate the effectiveness of schools that implemented the Full Service School Model in the three regions that participated in the Saskatoon Region Special Services Project. The Full Service School Model refers to service delivery to exceptional children through personnel based within…
Descriptors: Delivery Systems, Disabilities, Educational Assessment, Educational Environment
Johnson, Marilyn Kay; And Others – 1983
The geographic, enviornmental, and demographic conditions in Alaska create extreme difficulties for rural small school teachers who must cope with students with abilities ranging from gifted to retarded. Mainstreaming is taken for granted in Alaska where program development to aid rural teachers in providing special education services to their…
Descriptors: Alaska Natives, American Indian Education, Centralization, Delivery Systems
Adams, Brian F. – 1987
A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of…
Descriptors: Academic Achievement, Bilingual Education, Dropouts, Educational Finance
