To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

The paper describes a three level resource room designed to provide a comprehensive program to meet the widely varying needs of handicapped students at the secondary level. An introduction provides the historical background of services to the handicapped. A description of the program includes the organization; the resource room services, such as…

This document describes the design and implementation of a screening procedure for a first grade readiness class which was receiving inappropriate referrals. The class was intended to serve normal children between kindergarten and first grade who seemed to need an extra year of maturation. Because students who exhibited discipline, emotional and…

The handbook outlines a resource room program which provides an alternative to segregated special classes for mildly handicapped elementary students. The primary goal of the resource room is to maintain students with special needs in a regular classroom by providing supportive and educationally related services both to the student and to his/her…

The authors discuss four strategies used by different countries to effect mainstreaming. Examined are the Resource Room Model from the United States, the Educational Pairing Model from Denmark, the Consultant Teacher Model from Norway, and the Combined Services Model from Poland. It is held that the ultimate plan for integration of the Handicapped…

The learning resource teacher serves in a variety of modes (including assessment, intensive individual instruction with specific learning disability students, and provision of advice and/or materials to teachers). The role of the learning resource teacher is much broader than that of the remedial specialist in that she is a catalyst in the…

The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Both experimental and control groups gained significantly in achievement over the year-long study. (Author)

For availability, see EC 103 600 The authors identify and describe critical considerations in the successful fulfillment of the role of the resource teacher in the delivery of services to learning disabled students. (IM)

Observation of resource room instruction of 66 elementary learning disabled (LD) and educable mentally retarded (EMR) students revealed no differences in instructional behavior of special educators holding differing teacher licensure and no differences in classroom behavior of students. Results suggest the categorical model is not appropriate for…

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

The article describes a databased approach to cooperative planning with learning disabled students. The conditions for establishing a working relationship for planning are discussed; steps in conducting a curriculum based assessment are outlined; and a framework for instructional planning is presented; and features of ongoing monitoring and…

A study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which the aides were used. Results indicated that resource teachers favored expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for…

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

Resource room teachers of elementary-aged educable mentally retarded, learning disabled, and emotionally disturbed children (N=150) responded similarly to eight questions concerning educational aspects of their classrooms and agreed on such aspects of practice as time spent emphasis on teaching activities, but differed relative to service delivery…

This study examined whether self-evaluation and self-reflection coupled with self-monitoring of on-task behavior would increase the occurrence of on-task behavior in 12 fourth and fifth grade students with mild disabilities (learning disabilities, emotional disorders, and mild mental handicaps). Two teachers in different schools implemented a…