The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)

The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

A study was conducted to investigate teacher effectiveness when formative evaluation procedures were implemented in their learning disabilities (LD) resource programs on a regular bases. Procedures included two measurement frequencies (daily or weekly) and two means of determining when to change a student's program (decision rules or teacher…

The article explains the use of a resource center's system for keeping attendance records on special education students. (SBH)

Written job description information of 76 resource programs was compared with administrator perceived resource teacher job requirements in the areas of direct instruction, assessment, administration, and indirect service. Results indicated significant differences with far fewer responsibilities being formally described than informally perceived as…

Elementary and secondary education services available to learning disabled students in the Vancouver school system are described, including teaching and evaluation centers and an extended skills development center. (CL)

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)

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)

The team teaching approach was applied to a resource room program for learning disabled children at the junior high school level. Factors for program success were considered, and advantages of team teaching were pointed out. (SW)

The author suggests that the systems approach used in industrial management can help in the planning of special centers for handicaped students in regular schools. Special centers are considered in terms of their growth, benefits, and as a system development. (SB)

The Revolving Door Identification Model (RDIM), a resource room program which assumes that giftedness is both topical and temporal in nature, offers a systematic approach to identification of and programing for gifted students. (Author/SB)

Examines teachers' views of the strengths and weaknesses of pullout programs and of alternatives to pullout programs. (PCB)

This article presents a description of current practices in educating students with mild intellectual disabilities in regular schools in Jordan. The data were obtained using several methods, including interviews with special education staff at the Ministry of Education, summaries of documents and published research related to resource rooms and…

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…