This study compared the effectiveness of two interventions that differed in the nature of dialogic interactions among teachers and students in reading groups. Teacher-interns (n=35) instructed 109 children with mild disabilities in special education resource rooms. Analyses indicated that the intervention featuring dialog, social interactions, and…

Resource teachers (n=124) from 69 middle and junior high schools responded to a survey about the collaboration model at their school site. Results indicated that resource programs are usually a combination of collaboration and traditional pull-out models. Teachers viewed the collaboration model positively, reported administrative support, and…

First-year data from a longitudinal investigation of over 1,100 children receiving different types of gifted services or regular instruction indicated significant differences in achievement levels, self-concepts, and teacher ratings of students selected for different services, with achievement fostered by special school and class options and…

Twenty-four resource room teachers were trained in either teaching Question-Answer Relationships (QARs) or traditional methods of reading comprehension instruction, including literal questions, locating supporting details, and drawing conclusions. Results indicated that QARs readily accommodated to content area reading material and elevated…

Describes the experiences of an elementary school resource room teacher in Staten Island (New York) in using community service learning (CSL) with special education and reading resource students. Students planned and carried out a cupcake sale to benefit UNICEF. Parent participation was an important part of the process. (SLD)

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Missouri Revised Statute 162.1136, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in…

This study evaluated the short-term and long-term effects of three variants of a case-by-case process for readying students with learning disabilities to move successfully from resource rooms to regular classrooms for math instruction. Twenty-seven special educators from 21 elementary and middle schools and their 47 students with learning…

This guide for special education resource room teachers focuses on ways to balance the many conflicting demands of this role. The first chapter focuses on personal development with a "Personal Resourcing Questionnaire", guidelines for identifying goals and working systematically toward them, and suggestions for maintaining personal…

This practicum involved the development, implementation, and evaluation of a program which used a bibliotherapeutic approach to develop specific behaviors with three second graders and seven fifth graders, all in a resource program for students with emotional handicaps. A needs assessment survey of mainstream teachers identified needs in the…

This study compared scores on the Stanford Achievement Test (SAT) of 50 seventh and eighth grade students receiving instruction in regular classroom settings and 50 seventh and eighth grade students receiving instruction in special education resource room settings. Scores from five test components were examined, including: Total Reading, Total…

A resource teacher working at an elementary school located on a military reservation implemented an 8-week practicum intervention designed to improve the critical thinking skills of 16 third graders. A task force composed of resource and classroom teachers, a guidance counselor, a reading curriculum supervisor, a school psychologist, a principal,…

Directed to leaders and administrators in education, the monograph reviews issues, practices, and possibilities in the interface between special educators and general educators at the service delivery or decision making levels. The first chapter examines the development of public educational systems with sections on the historical context, the…

A study examined the reading experiences of students receiving remedial reading or resource room instruction in order to identify the similarities and differences in remedial reading instruction. Subjects, 78 students enrolled in remedial or resource room programs in six different elementary school districts in upstate New York, had their reading…

A study gathered quantitative and qualitative data on the cognitive and affective outcomes for gifted students (grades 3-6) in full- and part-time programs from three classrooms in each of two neighboring school districts, one urban and one rural. While the belief emerged in both districts that the full-time program served the needs of gifted…

A study gathered quantitative and qualitative data on the cognitive and affective outcomes for gifted students (grades 3-6) in full- and part-time programs from three classrooms in each of two neighboring school districts, one urban and one rural. Results suggested that outcomes are affected by the goal structures of classrooms and that the…