The article recommends specific reference and other materials that would be helpful in a resource room for gifted children, including dictionaries and various periodicals. (DLS)

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, 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 report pertains to the twelve data elements…

Based on the responses to a questionnaire of resource teachers, regular education teachers, and principals, most of the skills typically associated with consultation were determined to be necessary for resource teachers. In addition, resource teachers were rated moderately skilled as consultants. Results suggest that educators' expectations may be…

The author discusses aspects to be considered by resource room teachers of deaf students to implement media in the classroom. Among topics discussed are student needs, degree of mainstreaming, media equipment and personnel, and preparation and use of materials. (CL)

Structured interviews were conducted with 72 teachers to evaluate the policy that waived full certification requirements for resource specialists serving disabled students in California. The waiver was allowed to meet the need for resource specialists as required by the California Master Plan for Special Education. The waivers are granted on the…

This report presents evaluation data on a school-based resource program for gifted students in grades 1-6. The program was designed in part to reduce transportation-related problems of the special school approach. The approach differs from the learning center approach in several ways, including time factors and the extent of instruction in basic…

The article describes a program developed in 1972 in Montgomery County, Maryland to provide daily resource remediation to elementary school aged children with language handicaps. (CL)

Eight students were observed during classroom instruction. Comparisons were made of how they spent their time in resource and regular classrooms. In general, opportunities for differentiated instruction were available in resource rooms. However, no practical differences were noted in the amount of time students were actively engaged in instruction…

A resource room program for emotionally disturbed children developed in Newfoundland has expanded from one initial unit to six programs operating at all school levels. The program stresses appropriate function in the regular class. (CL)

Resource programs are an outgrowth of recognition that special classes have been largely ineffective for many handicapped children. Resource teachers offer both direct and indirect services via assessment, programing, and consultation. Despite potential difficulties in maintaining gains in a mainstreamed child, resource rooms are cost effective…

The attendance of pupils scheduled to receive special education resource room instruction was investigated, with such findings as that 22 percent of resource room contacts were missed, that 10 percent of contacts were missed due to student absence from school, and that 12 percent were because of school activities or resource room closings.…

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

The Granite School District (Salt Lake City, Utah) tracking program provides a practical framework for incorporating many of the recent developments in secondary special education into a single program. The approach has a dual focus--providing direct instruction in the resource room and indirect consultative and backup services for the regular…

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…

The concept behind the cross categorical resource program for handicapped students is that one resource room can serve several categories in one school unit. There must be continuous communication between the resource room and regular classroom. The environment of the resource room must be positive and conducive to learning. An important factor of…