The article examines the curricular dilemmas of resource teachers serving learning disabled students and proposes an instructional content emphasis that would include school and society--learning skills. The article also offers the term learning specialist. (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 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)

The article raises questions about the resource room model as an educational delivery system for handicapped students. (Author)

Comparison of questionnaires completed by 32 therapeutic teachers, 39 regular teachers, and 28 school psychologists in Israel resulted in a unified picture of the therapeutic teacher's role. Therapeutic aspects and emotional features were clearly preferred to academic improvement. Psychologists as a group were more reserved in expectations, but…

The study, involving 15 Indiana high school resource room teachers, focused on three aspects of resource room programming: (1) teachers' perceptions of their roles as resource room teachers and perceived concerns regarding the provision of services to mildly handicapped adolescents; (2) role-related activities of secondary resource room teachers;…

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…

Investigates (1) resource room teacher time use with respect to reading instruction and diagnosis, (2) preparation for teaching reading, and (3) college course work requirements in reading. Questions the adequacy of their preparation for teaching reading, as well as the college requirements for such teachers. (FL)

Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) were studied via a participant-observer approach to examine the changing role of the LA teacher, the impact on the school staff of more remediation in the regular classroom, and the concerns held by LA teachers and regular classroom teachers regarding…

Montana rural special educators (109) answering a questionnaire indicated 40% of rural/isolated classrooms are not complying with the law requiring interdisciplinary teams to educate handicapped students. In many schools one special education teacher serves as interdisciplinary team/total service provider. Teacher training programs should be…

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…

Presenting information on how to implement a career resource center in a school, this guide is divided into five sections. The first section explains career development, the career resource center, the rationale for implementation, and why career information is important to career development. Section 2 lists seven objectives used in establishing…