The paper presents a framework for computer application of speech-language therapy in schools taking into account the four service models: itinerant, consultation, resource room, and self-contained. Examples are given of specific software appropriate to each model. (DB)

Over 100 resource rooms, mainstreamed classes, and special day classes for learning handicapped students were observed in a longitudinal study of Micro-Educational Environments (MEEs) and microcomputer use. Results from 1986 and changes from 1984 to 1986 cover hardware selection and location; student grouping; software; access; use time; and user,…

This study investigated effects of microcomputer placement in three resource rooms for learning disabled elementary school children to explore student and teacher behavior changes and teacher microcomputer use. Results indicate no significant impact on student and teacher behavior. Teacher use varied, with teachers assigning different priority…

This article explores ways computers can be used in special education resource rooms. Discusses management of computer access, integration of computer into curriculum, software selection, and negative computer practices. Models of computer use, including use of computer as individual learning center and use of computer as a cognitive "tool kit" …

The impact of changes in the special education environment on the role of the resource teacher are discussed, such as trends toward placing students with special needs within regular classrooms, delivering programs to learners with a wider range of instructional needs, and collaborating in delivery of classroom instruction. Consequent shifts in…