A cooperative program between university faculty and school district personnel used the course Counseling Parents of Exceptional Children as the vehicle to place students with resource teachers in the Centex Texas Independent School District. (SBH)

The article describes three components of classroom efficiency to aid secondary resource teachers serving handicapped adolescents: (1) use of group instructional procedures; (2) use of noncertified paraprofessionals, volunteers, and peer tutors; and (3) a procedure for managing the multiple expectations placed on resource teachers. (DB)

A survey of 420 special education resource teachers in Maine revealed such findings as that 55 percent felt teachers regarded the resource teacher's role as primarily tutorial and that 60 percent felt that regular teachers view resource teachers as responsible for grading students. (MC)

Examined whether 16 mildly handicapped students working with tutors would show a greater academic gain than would students in a small group working with the resource teacher. Using a pretest-posttest control design it was found that after three months, students who had tutors showed a more significant gain in reading. (JAC)

The major purpose of the study was to determine if a kindergarten child could be made aware of the world of work. A second purpose was to determine if kindergarten children could be made aware of how their parents use money for family expenditures. Results are discussed. (Author)

In response to an article by M. S. Lilly which offered a training based model for special education, the author raises questions about the proposed model and offers an alternative model which would include special classes and resource room placement as a short term alternative to regular class placement. (DB)

The existing teacher imbalance presents an opportunity to change the focus of our educational system to best use educators in shortage areas such as elementary guidance and special education. (Author/ML)

Described is an experimental program in which students with behavioral and/or learning difficulties are helped within the regular classroom by a diagnostic-prescriptive teacher or a crisis-resource teacher. (CB)

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

The article briefly reviews the literature comparing group and individualized instruction and suggests ways special teachers who work on an individual basis with mild to moderately handicapped students can promote transference of independent work habits to the larger classroom situation. (DB)

Effectiveness of the MECCA program (Make Every Child Capable of Achieving--in which a learning disabilities specialist collaborates with a classroom teacher using a task analysis approach) was examined with 14 kindergarten age children in four MECCA classes, 17 children in four referral classes, and 37 controls. (SBH)

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)

Describes the roles and attributes necessary for an internal change agent to effectively promote instructional innovation. (JDS)