Teachers (n=233) of behaviorally disordered students in Iowa, Kansas, and Nebraska were surveyed concerning time spent on: evaluation, teaching, preparation/planning, consultation, and indirect support to students. No significant differences were found between resource and self-contained classroom teachers, nor in the use of time between 1980 and…

The handbook provides rural school administrators and teachers with information concerning a vocational service delivery model for mentally retarded, learning disabled, and behaviorally impaired youth in Nebraska. The handbook describes the program's background, goals, implementation, and development. It also describes the central role of…

To evaluate suggested improvements in rural special education services, behavior disordered, learning disabled, and educable mentally handicapped students (total N=89) in grades seven through nine were compared on three measures. Instructionally relevant differences were minimal, the need for categorical resource rooms was questioned, and…