Despite nationwide advances in special education service delivery practices, disparities exist between the educational outcomes of students with disabilities versus students without disabilities. There is often disparity in teachers' roles and instructional practices in coteaching classrooms, as well as in their pullout resource classroom…

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…

Based on the responses to a questionnaire of resource teachers, regular education teachers, and principals, most of the skills typically associated with consultation were determined to be necessary for resource teachers. In addition, resource teachers were rated moderately skilled as consultants. Results suggest that educators' expectations may be…

The study explored the effects of student selection versus teacher selection of instructional activities on the activities selected and reasons given by teachers and 42 elementary resource room students for selecting particular activities. Ss' progress was monitored by a curriculum-based repeated measurement data collection and evaluation system…

The case study describes the integration of 13 learning disabled high school students into the mainstream of a public high school. Physical descriptions center on the school's neighborhood and the facility. Background information includes information on teaching staff and the student population. The resource class is then detailed in terms of its…

The Developmental Teacher Model, a resource teacher model used in Ontario, Canada, by the Dufferin-Peel Roman Catholic Separate School Board, employs a special education team responsible for educational assessment, consultation with other teachers, direct withdrawal services to some students, and support to integrated students from contained…

Two studies were conducted to examine the difference between the roles of resource teachers as proposed in the literature and the actual allotment of time in practice. Studies involved 101 graduate students in a university resource teacher training program and 371 resource teachers in the public schools. Findings confirmed previous conclusions…

A survey measured perceptions of staff members in 23 elementary schools on degree of emphasis placed on 18 role functions by the resource teacher. Eleven experts' conceptual views of "ideal" resource room teacher were also examined. Significant differences were found between ratings by resource room teachers and by (1) their classroom teachers,…

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

This review examines the research on teacher roles in resource room programs. It identifies and discusses four assumptions about resource teaching, in the areas of role definition and perception by education professionals and the efficacy of direct and indirect service programs. (Author/JDD)

This survey of 508 Alberta (Canada) classroom teachers, administrators, parents, university trainers, and resource room teachers found consistency in the overall responsibilities expected of, perceived by, and performed by resource room teachers. Implications for service delivery, for teachers and parents, and for government and administrators are…

The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of…

Based on a sample of 12 school sites in California, the report documents the effectiveness of the secondary Resource Specialist Program (RSP) which provides instruction and services for handicapped students--primarily the learning disabled--who are assigned to a regular classroom for a majority of the school day. A number of program components are…

This survey investigated caseloads and time associated with assessing, planning, developing, and updating Individualized Education Programs and providing direct and indirect instructional services, for 100 special education resource room teachers and 80 speech pathologists. Special education teachers saw more students during an instructional…

This guide for special education resource room teachers focuses on ways to balance the many conflicting demands of this role. The first chapter focuses on personal development with a "Personal Resourcing Questionnaire", guidelines for identifying goals and working systematically toward them, and suggestions for maintaining personal…