Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. "Optimizing Elementary…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

Seven strategies are described to encourage resource room students' development of independent organizational skills. Suggestions include use of specific duty sheets, time management instruction, and teaching of proofreading and checking techniques. (CL)

A learning disabilities resource teacher describes ways in which she individualized instruction through physical arrangement of the classroom, availability of materials, and instructional methods that focus on readiness, a learning station framework, and thorough record keeping and evaluation. (CL)

Incidental teaching procedures were used to train a 16-year-old mildly handicapped student to use social amenities in a resource classroom. Generalization to another resource room and an art classroom was assessed. Results indicated increased use of social amenities in the training setting and generalization settings. (Author/PB)

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

The author describes the Developmental By-Pass (DBP) Instructional technology for teaching secondary and college learning disabled (LD) students by allowing students to bypass ordering and organizational deficits. (SB)

Videotaped segments from a regular education world geography class were used in teaching three learning-disabled ninth grade students to generalize question-asking and answering skills. Training procedures implemented in a learning resource room were effective in improving generalization of target skills and increasing accuracy scores on…

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

A model for resource rooms based on four learning stations (dependent or teacher directed, related activity, peer tutoring, and independent stations) is advocated to provide for behavior management as well as individualized instruction of mildly handicapped students. (CL)

Discusses how gifted students can experience the musical and pictorial magic of language through storytelling. Techniques and activities to be used in the general classroom or gifted pull-out programs are presented for sharing personal expression, the joy of language, and new styles of thought and expression. (CR)

Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)

This qualitative study compared the instructional environments of a resource room and two regular classrooms for four intermediate grade students identified as severely learning disabled. Results suggested that regular classroom teachers need to provide students with LD with more explicit conceptual explanations of cognitive requirements of tasks…

A resource vision teacher describes activities to develop skills in solving mathematical word problems by three seventh graders with severe visual impairments. Students kept portfolios of problems they actually experienced in their daily lives. Success was achieved through providing an optimal environment, active involvement, self-assessment, and…