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Peer reviewedWesson, Caren L.; Deno, Stanley L. – Remedial and Special Education (RASE), 1989
Long-term instructional plans written by 22 resource room teachers for 61 mildly handicapped elementary students indicated that students spend about half their resource room time reading aloud to the teacher (one-to-one) and about one-third of the time working independently. Little instruction unique to individual students is offered. Implications…
Descriptors: Elementary Education, Individualized Instruction, Mild Disabilities, Reading Instruction
Cheyney, Wendy; Strichart, Stephen S. – Academic Therapy, 1981
A model for resource rooms based on four learning stations (dependent or teacher directed, related activity, peer tutoring, and independent stations) is advocated to provide for behavior management as well as individualized instruction of mildly handicapped students. (CL)
Descriptors: Class Activities, Classroom Design, Elementary Secondary Education, Individualized Instruction
Wilson, Jennifer W.; McLaughlin, T. F. – B. C. Journal of Special Education, 1986
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)
Descriptors: Consultation Programs, Delivery Systems, Educational Administration, Foreign Countries
Shanks, Robert D., Jr., Ed. – 1986
The resource room guide developed by Grand Island, Nebraska, schools is intended to help elementary level resource room teachers and the IEP (Individualized Education Program) team select services and curriculum to meet the mildly handicapped student's specific educational needs. The introduction describes the national background of resource room…
Descriptors: Computer Assisted Instruction, Computer Literacy, Curriculum Development, Diagnostic Teaching
