The report describes first-year activities of Project CABE (Content-Area Bilingual Education) which aims to improve instruction and increase parental involvement for limited-English-proficient Spanish-speaking students with handicapping conditions in grades 4 through 9. During its first year the project served 308 students attending 25 public…

Mainstreaming the handicapped child requires much more than mere placement in a regular classroom. Careful thought and preparation must be devoted to the affective, as well as cognitive, aspects of classroom experience. This paper describes the mainstreaming program at the North Rowan Primary School in Rowan County, North Carolina. Through team…

The major objective of this evaluation was to determine whether "The Slow Learner in the Secondary Schools" program had any impact on the educational environment of the slower learners in Burnaby (B.C.). The objective of the program was to produce measurable impact regarding changes in the attitudes, instructional strategies, curriculum, and use…

This module is one in a series of thirteen specifically designed to help vocational educators develop the skills needed to function as resource persons to learners enrolled in field-centered comptency-based teacher preparation programs. (These learners are persons with appropriate occupational experience and competence who are being prepared as…

The handbook presents guidelines for the learning disabilities teacher-consultant (LDT-C) in evaluative and integrative consultation, educational plan development, instructional leadership, and educational assessment including an historical perspective of the development of this group of professionals in New Jersey and a description of their…

The importance of the selection process involved in setting up a reading resource teacher training program is stressed. Mentioned are three factors found to be crucial in selection: assignment to the program must be voluntary, the volunteers selected must be persons highly respected by their colleagues, and each potential reading resource teacher…

A 3-year training project for cooperating teachers in special education is analyzed. Primary project objectives are to: (1) develop general competency statements concerning the function of cooperating teachers; (2) develop ways of delineating roles and expectations for student teachers, cooperating teachers, and college/university supervisors; (3)…

Proceedings from an institute held in Michigan, October, 1972, for curriculum resource consultants on media, methods, and materials for special educators are presented. Described in the section on planning are the institute's objectives, criteria for selection of participants, resource consultants' names and addresses, and a review of planning…

A special studies institute on resources for effective teaching was designed to train newly appointed or potential Curriculum Resource Consultants (CRC) who work in conjunction with special education instructional materials centers in Michigan. Objectives of the workshop sequences included the development of teacher-training competencies in the…

Reported was a project in which 60 educable mentally retarded (EMR) and 30 educationally handicapped (EH) elementary school students were placed in regular classrooms to determine whether they could be effectively educated in those settings. Effective education was defined in terms of improvement in reading, mathematics, student and teacher…

A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)

Investigated the effectiveness of verbal self-instruction (VSI) in increasing reflectivity in eight impulsive learning disabled children. Results showed the children trained with VSI showed reductions in impulsivity on the Matching Familiar Figures Test, but not in ratings by regular classroom teachers. (JAC)

Increasingly, third parties are working with schools and providing a coach (a skilled educator external to a school) who helps to facilitate reform. This paper explores some of the complexities of coaching by presenting a case study of a coach in her first year of facilitating math and science reform in a pseudonymous middle school in a Boston…