Resource teachers are offered six suggestions to increase the utilization of their consultation services by regular teachers. Suggestions include being a good listener, offering alternative suggestions, planning a follow-up meeting, encouraging informal contacts, and sharing information. (DB)

The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Identifies five teacher-assistance models that rely on formal support systems for classroom teachers as they engage in the teaching of reading. States several characteristics of effective support teachers. (MG)

The article looks at the various types of "support" provided students with learning difficulties in the United Kingdom including direct pupil support, teacher/pupil support, and support in curriculum delivery. Individual schools need to determine the role of support teachers and specifics of their support policy. (DB)

A program providing preparatory training and integrated primary schooling for blind children in Goroka (Papua New Guinea) is described. Specialized training at the Mt Sion Centre for the Blind prepares students for mainstreaming at the local community school. The center also provides teacher training services and a specialist resource teacher to…

This article reviews the history of traditional service delivery systems for students with visual handicaps, demonstrates the need for change, and defines and describes the structure of the consultative/collaborative teacher model. The model stresses shared communication and joint problem solving between teachers and vision specialists. (DB)

A questionnaire on the consultation role of resource teachers was developed and administered to 192 resource teachers, 236 regular education classroom teachers, and 214 principals. The scale incorporated questions on attitudes and competence of resource teachers as well as on potential problems interfering with consultation. In addition, resource…

Intended for reading specialists who wish to become expert resource persons, this book provides a number of suggestions on how to bring about change in the attitudes of other educators concerning the place of the reading specialist in regular classroom settings. The nine chapters of the book provide the following information: (1) an overview of…

The authors, members of the System Wide Itinerant Resource Teacher (SWIRT) team, describe and analyze inservice training for general education teachers in compliance with P.L. 94-142 (the Education for All Handicapped Children Act) under the Tennessee State Plan. The unique qualities of the Memphis City Schools' inservice training program are…

The handbook outlines a resource room program which provides an alternative to segregated special classes for mildly handicapped elementary students. The primary goal of the resource room is to maintain students with special needs in a regular classroom by providing supportive and educationally related services both to the student and to his/her…

A 4-year research project involving 342 handicapped and 202 nonhandicapped children (in grades 1 through 6) was conducted to determine the practicality and impact of assigning special educators to support regular classroom teachers (the stratistician-generalist model). Examined were the following variables: teacher ratings of the student; student…