Described are five elementary level resource room models which were developed in a 1-week Michigan summer institute and followup sessions to serve special education students in regular classes. Each of the models is explained in terms of an introduction, description of the resource room setting and components, population identification, program description, teacher skills required, and program implementation. Given as an example are the following aspects included in model 1: designation of the resource room as an alternative program to serve individual students in groups of no more than eight children; use of a prescriptive approach during daily 30-minute periods; identification of children with mild handicaps such as physical or sensory impairment and/or learning problems; development of a curriculum composed of team written performance objectives for individual cognitive, affective, and psychomotor needs; a requirement that the teacher be certified in special education and be competent in areas such as diagnostic skills; and program implementation involving inservice training of regular and resource room teachers as well as communication with parents. Included in appendixes which comprise half the document are lists of books, films, and diagnostic materials; workshop materials on goal setting, decision making, interviewing, and developing of communication skills; guidelines for identification of perceptual problems and learning disabilities; directions for psychoeducational evaluation; and excerpted descriptive pages from 11 specialized diagnostic instruments. (MC)