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)

Compares available placements for severely handicapped students in rural and urban areas. Reports that rural students are more often placed in resource rooms, whereas their more urban peers are placed in special schools. Suggests rural placements are dictated simply by small numbers of severely handicapped students. Contains 16 references.…

Discusses the practice of using a portfolio reporting system in a learning disabilities resource room. Gives several rationales for the superiority of portfolios. Provides specific examples of student work. Provides a detailed description of how to implement portfolio reporting in the classroom, including planning, selection of materials, and…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

A group of researchers from Syracuse University's School of Education (New York) conducted 25 case studies of local school programs that had been nominated by teachers, administrators, and parents as being exemplary in integrating children with disabilities into the mainstream of education. The 12 case studies selected for this volume represent…

A reading club, developed for a group of children attending a reading resource room, served as positive social reinforcement for members and permitted students to serve as teacher surrogates. (GW)

The paper describes the role of a consultant/co-ordinator of Learning Assistance in a typical, large school district in British Columbia. Eleven effective strategies are examined, including assessing students, coaching, modeling, and networking. (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)

Results of a national survey indicated that the resource room was the most frequently used alternative to the regular education classroom for special education students, and the one most often used to serve the mildly-to-moderately handicapped. The amount of time that students spent in programs varied, but most states recommended time parameters.…

The article describes a management system used in a secondary resource program for exceptional students that incorporates a clinical teaching model, task analysis, and the use of management objectives to provide individualized services. Five-year evaluation data reveal increased completion of assignments, decreased teacher preparation, and a more…

A half-day structured learning program for high school students unable to function adequately in mainstream settings is described. Key ingredients include a weekly student-staff meeting, goal setting and goal checking, behavioral checklists, group counseling in the form of a Human Relations course, and academic modifications. (JW)

In British Columbia, special education learning assistance teachers focus on assessment, instruction, and consultation, although the role lacks definition. School-based preparation allows for opportunities to apply newly acquired skills. (CL)

A resource program for mildly handicapped secondary students combines direct instruction with an emphasis on generalization. Additional support is given directly or indirectly (through the regular teacher). Resource teachers have to find time to consult with students and teachers, adjust the resource curriculum, and develop rapport with regular…

The Basic Skills Improvement Program, adapted from a resource program model, serves learning problem adults unable to benefit from traditional adult education. Participants are evaluated through an interdisciplinary approach, and a short-term small group instructional program is designed for them. (CL)