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…

Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)

The Special Opportunities Program (SOP) at the Kendall Demonstration Elementary School in Washington, DC, serves hearing impaired students (two to 14 years old) who have special learning problems on additional handicaps, including developmental disabilities. The SOP is also integrated with the regular program, which eases mainstreaming. (SEW)

A survey of 79 resource teachers identified priority problems and concerns in the following order: policy and procedures, attitude, time, materials, and instructional skills. These professionals overwhelmingly pointed to the school district as the most likely agency to help them solve the noted problems. (Author/SB)

Three approaches to the problems of troubled and disturbed youths are described: therapeutic discussion groups with mental health professionals; a resource room model based on W. Glasser's reality therapy in which students earn points for responsible behavior and task completion; and an integrated approach to drug and alcohol abuse. (CL)

Discusses the problems of hiring substitutes and Ellington High School's (Connecticut) plan to deal with the problem: relieve teachers of supervisory duties, assign them to resource rooms organized around a particular academic discipline, and utilize these teachers as substitutes in their area of discipline when the need arises. (LC)

Seven articles in the special issue on local school mainstreaming discuss such strategies as involving regular teachers in individualized educational program meetings, encouraging teachers to plan inservice, and promoting student responsibility in resource rooms. For related material, see EC 133 673. (CL)

Self-concept scores from 62 blind and low-vision adolescents were compared across the predominant class placements for the visually impaired (residential, resource room, itinerant). (Author/CL)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

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

Elementary school pupils identified as being a year or more behind in reading and/or math achievement and who were observed as spending low percentages of time on task were selected for participation in an intensive engineered resource room program. Groups of approximately 10 Ss participated in each of three eight-week intervention phases. (Author)

Special education programs for educationally and physically handicapped children are experiencing, under the impact of a variety of social forces, profound philosophical and methodological changes. Discusses one of these changes--mainstreaming--and the variations in mainstreaming programs. (Author/RK)

Describes the pull-out gifted program at the Chinese High School in Singapore, which provides talented students with a differentiated and enriched curriculum in mathematics, science, and computer science. Other program aspects include a mentoring program and a creative computing camp. The program is seen as combining the advantages of both full-…

Ninety fictional children's books that portrayed at least one character with a learning disability were analyzed. Most characters with learning disabilities were dynamic and were the main character. Most commonly, the learning disability was in reading and written language and services were received in a resource room. (Contains references.) (CR)

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)