Surveyed were the program planning processes employed by 40 New Jersey schools in establishing resource rooms as alternatives to self-contained special classes for handicapped children. Responses to questionnaire items indicated that a majority of the schools surveyed did not formally evaluate their previous self-contained program to determine its efficacy, that change to a resource room model was usually suggested by a child study team, that regular and special class teachers had little input in developing the resource room model in their school, and that no set pattern for resource room planning was evidenced. (LH)