Resource teachers (N=420) in grades 1-12 identified 32 competencies for effective resource teachers including knowledge and skill in employing a variety of methods for teaching reading, ability to deal effectively with personal/professional frustrations, ability to communicate with parents, and knowledge and skill in behavior management…

Elementary resource room teachers (N=144) of gifted students were surveyed about occupational stress. Results revealed no significant independent relationship between stress and continuous or age variables. Eleven items, led by financial security and relationships with teachers, were identified as extremely stressful. (CL)

Suggests that many special education resource teachers are confused relative to their responsibilities, if any, for serving nonhandicapped pupils in public schools. Suggests that regular education-special education cooperative planning effort can be negatively affected unless the issue of serving nonhandicapped pupils is satisfactorily resolved…

A HUMANITIES PROGRAM FOR ACADEMICALLY TALENTED 7TH AND 8TH GRADE STUDENTS IS DESCRIBED. THE PROGRAM IS HELD EACH SATURDAY MORNING ON THE CAMPUS OF INDIANA STATE COLLEGE. THE CLASS SESSIONS LAST ONE AND A HALF HOURS AND RUN FOR TWO SEMESTERS, EACH APPROXIMATELY 15 WEEKS IN LENGTH. THE AIM OF THIS PROGRAM IS TO PROVIDE AN ENRICHMENT EXPERIENCE…

This document describes the Resource Agent Program as inaugurated by the Vermont Department of Education. A resource agent is described as a teacher who has developed a program or activity that has been successfully applied in the classroom; resource agents are available to share their ideas, experiences, and some materials with other teachers who…

The article reviews recommendations of a British government report on educational opportunities concerning the role of of support teachers working with special education students. (CL)

A support teacher for the management of 10 to 14 year olds with emotional/behavior difficulties reviews three major functions of her role: (1) classroom work and visits, (2) liaison and coordination, and (3) inservice training. (CL)

Analysis of questionnaires completed by 345 learning disability and reading resource teachers revealed that reading specialists diagnosed a broad population of students exhibiting many diverse characteristics. LD professionals used a broader diagnostic focus, touching upon intelligence, general achievement, perceptual and motor processes, as well…

Developmental teachers, key members of the special education school team, provide assessment and consultation services and help in mainstreaming. Inservice training via the andragogical (discovery) method is a critical part of the program. (CL)

A resource teacher of gifted students describes the role and benefits of mentors from the community. Examples are given of mentors' contributions to research skills, creative problem solving, and self-directed learning. In addition, volunteers help in the classroom and provide support during budget hearings. (CL)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (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…

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (CL)

The authors offer guidelines for the support teacher's role in helping classroom teachers meet the needs of the gifted/talented. Among the 15 points made are that the support teacher should convey feelings of respect for the teacher's job and the importance of the teacher's role with the child. (SBH)