China launched the "learning in a regular classroom" (LRC) model for inclusive education in the 1980s. In late 1990s, a few major cities of China began to adopt the resource room model as a key feature of the LRC to improve instructional qualities. This exploratory study examined resource teachers' (RTs) attitude towards inclusive…

Both prior to and during the transition from early intervention (EI) to school, parents of children who are deaf or hard of hearing (d/hh) need crucial information about the transition process and school services. Given the ubiquitous nature of computers and Internet access, it is reasonable to assume that web-based dissemination of information…

The Education and Professional Standards Board (EPSB) is the governing organization for teacher certification in Kentucky. According to the EPSB (2013a), only three institutions of higher education in the state (i.e., Morehead State University, University of Kentucky, University of Louisville) offer an approved alternate certificate program in…

Itinerant special educators can be much more than "tutors" for young children with special needs. They can transform whole classrooms and help inclusion flourish--if they have the clear guidelines and best practices they need to make the most of their critical roles. This is the book that every itinerant early childhood special educator has been…

Based on special education teachers' lack of strategic professional development, as well as a lack of collaboration with general education teachers, students with disabilities are not making the expected benchmarks for academic achievement. Knowing there was a need for professional development, the purpose of this action research study using…

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems…

Purpose. The purpose of this study was to describe to what extent seven collaborative behaviors were demonstrated by general education teachers assigned students with disabilities, special education Resource Specialists, and the principals in selected California elementary schools that met their 2006-2007 and 2007-2008 English language arts annual…

A rapid reporting system was designed to help resource teachers stay aware of the regular class performance and assignments of their students. Advantages of the note card approach include reminding the regular teacher of the student's need for extra attention, increasing recognition of the resource program, and providing feedback to students. (CL)

Suggestions for beginning special education resource teachers are summarized in eight general categories: district policies, time lines, regular educators, other resource teachers, assessment, materials, parents, and the students. (CL)

It was found, among other things, that 80 percent of the resource room teachers surveyed saw consultation actually comprising 5 percent or less of their professional duties. (DLS)

Resource teachers (N=420) in grades 1-12 identified 32 competencies for effective resource teachers including knowledge and skill in employing a variety of methods for teaching reading, ability to deal effectively with personal/professional frustrations, ability to communicate with parents, and knowledge and skill in behavior management…

The article reviews recommendations of a British government report on educational opportunities concerning the role of of support teachers working with special education students. (CL)

Developmental teachers, key members of the special education school team, provide assessment and consultation services and help in mainstreaming. Inservice training via the andragogical (discovery) method is a critical part of the program. (CL)

Resource programs are an outgrowth of recognition that special classes have been largely ineffective for many handicapped children. Resource teachers offer both direct and indirect services via assessment, programing, and consultation. Despite potential difficulties in maintaining gains in a mainstreamed child, resource rooms are cost effective…

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (CL)