Described is a project designed to examine the role of the public school resource specialist in serving exceptional children in California. The first section examines the establishment of the resource specialist role by the California Master Plan for Special Education, provides a historical review of school responses to exceptional children, and…

Prepared for the use of schools in North Carolina, the manual discusses the use of itinerant resource teachers in the educational program for gifted children. Although pertaining primarily to the gifted and talented program on the elementary and junior high levels, the manual could be adapted to the senior high program also. Discussion of the…

A look at integration, delivery systems and the role of a learning resource teacher. (Editor)

The training program at Simmons College (Massachusetts) is competency-based and is organized around five instructional modules. Learner change data are reported from a single class of 18 trainees followed through their first and second years, showing increased skill acquisition and time spent in the regular classroom. (CL)

Follow up of special education teachers (N=27) graduating from a resource/consulting teacher program found that respondents (1) were very satisfied with their training in data-based instruction (DBI) skills, (2) found the skills useful in both direct teaching and consulting teaching, and (3) were promoting the use of DBI. (Author/DB)

A survey measured perceptions of staff members in 23 elementary schools on degree of emphasis placed on 18 role functions by the resource teacher. Eleven experts' conceptual views of "ideal" resource room teacher were also examined. Significant differences were found between ratings by resource room teachers and by (1) their classroom teachers,…

Analysis of factors involved in the interaction between resource and regular teachers revealed that the only significant relationship found was between regular teachers' perceptions of the resource room teachers' interpersonal behavior and the regular teachers' perceptions of the quality of resource room support services. (CL)

Recent indications point to an increased nationwide interest in establishing resource-room programs for children classified as handicapped. (Author/DB)

In response to a paper by David Sabatino (EC 051 608), the author provides data from a 13 year study of special education placement further supporting findings of the ineffectiveness of special class placement, and suggests that resource personnel can best function by providing assistance to regular teachers. (DB)

Investigated the effects of learning disabilities teacher training for consultation with classroom teachers. Learning disabilities resource teachers (N=4) received communication skills training, and resource teachers (N=4) received conceptual assumptions training. Training resource teachers in communication skills resulted in significantly higher…

Seven papers in this special issue address the topic of consultation models for behaviorally disordered students and their teachers. Among subtopics discussed are development and evaluation of consultation programs, accountability, and teacher training for the consulting role. (CL)

Literature written between 1968 and 1978 on British Columbia's Learning Assistance Centres (LACs), part of the multilevel supportive service offered to the exceptional student, is reviewed; and guidelines for developing an LAC are offered. (SBH)

This article briefly describes the consultant teacher model for providing special educational services to gifted and talented students. Summaries of five recommended print resources about the consultant teacher model are included. (DB)

Interviews with 44 teachers of the deaf and hard of hearing in resource room programs concerning their physical, social, and administrative isolation revealed five types of teaching experiences varying in the types of isolation experienced and teacher reactions to this isolation. (DB)