The Lincoln, Nebraska, Teacher Corps' contracting process offers an effective model for team teaching, individualizing/personalizing instruction, and demonstrating both teacher and learner levels of competency. (JMF)

Central Middle School in Newark, Delaware, is implementing PL 94-142 through its SCAPE program, which provides heterogeneous grouping, team teaching, and individualized instruction. The program is coordinated by a resource teacher who plans student placements and works regularly with each classroom teacher. (SJL)

Proposes a consultation model based on the Cooperative Extension Service, in which a special education teacher or a specially trained regular education teacher would provide direct consultation to other rural teachers concerning techniques and materials to use with mildly handicapped and behaviorally disordered children. (SV)

The article describes differences between consultation and collaboration among special education and regular classroom teachers and makes the argument that collaboration deserves far greater attention in current attempts to redefine relationships between specialists and teachers in the schools. (Author/DB)

Reading instruction provided by classroom, remedial, and resource teachers (n=48) in six schools was observed. Findings showed that the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques. Comparable time was also devoted to comprehension, decoding, and indirect reading…

Describes a program to bring farm animals into the classroom. Topics discussed include using the senses, health and safety for both children and animals, and rewards of using animals in special situations. Talks given include "Similarities and Differences of Living Things"; "From a Sheep to a Ball of Wool"; and "Food from…

Describes the Building Resource Teacher (BRT) position in one Colorado school district. Each elementary and middle school has a BRT who works with other teachers as a resident mentor, coach, and resource provider. The paper discusses what makes the BRT program successful. Three sidebars present lessons of the BRT program, how the program was…

The purpose of this study was to understand and report how exemplary dyads describe their practice of collaborative consultation in inclusive classrooms. A dyad was made up of one resource teacher and one classroom teacher. This study discovered, through semi-structured interviews, how these educators collaborated and consulted as a team to meet…

This study evaluates impact of collaborative efforts of parents and school professionals in the treatment of autism in a five-year-old boy. Method of treatment was discrete trial training across settings (e.g., home and school) and change agents were the child's parents, siblings, special education teacher, resource teacher, and speech…

Noting that reading specialists are transforming themselves from remedial reading tutors into schoolwide resource specialists, this guidebook recognizes the need to deal with both process and content within this challenging role. Chapters in the book are: (1) Getting Started; (2) Developing the School Program from September to June: (3) Developing…

The primary purposes of this study were to establish the validity of the Gibson and Dembo (1984) teacher efficacy scale (modified for use by resource-room teachers) and to examine the association between resource-room teacher efficacy and the reported frequency and utility of the instructional supervision these teachers received. The 580 Maine…

This brief introduction to the career of elementary level special education resource teacher first describes the nature of the work and the variety of settings in which these educators work. The pamphlet explains the education required, desirable personal qualities, the job outlook and possibilities for advancement, and some ways for high school…

A third volume of materials for special education resource specialists is presented concerning the resource specialist room, scheduling and grading, diagnosis and assessment, individualized education program (IEP) development, material selection, and screening. The first section includes diagrams of room arrangements, while the second section…

The study group of five teachers who examined aspects of the Kentucky Beginning Teacher Internship program developed this guide for beginning teachers. Members of the group (3 resource teachers and 2 first-year teachers) surveyed a random sample of 234 interns to assess their opinions about the internship program and to aggregate advice they would…

The publication defines the nature of special education consultation and presents various options through which training can be provided by college and university departments of special education. The first three papers present the realities of special education consultation as currently practiced: "Serving Special Children through Teacher…