This report explains the role of reading/language arts resource specialists, contains tips for setting up a resource specialist program, and presents data--and discussions of this data--collected in a field testing of a staff development project conducted by the Florida Right to Read effort during the 1973-74 school year. The latter half of the…

Reviewed were reports of 50 parent-teacher conferences involving pre-primary through secondary level students; information as to the nature, content, and outcome was obtained; and conferences involving teachers of self-contained classes were compared with those involving resource teachers. Results indicated that the teachers initiated conferences…

The reading resource teacher program established in the Madison, Wisconsin, Public Schools is described. Volunteer classroom teachers were given 20 hours of special training in reading and one-half day a week released time to assist their principals in reading curriculum development. Such consideration as cost, teacher-ability differences, staff…

The paper reviews descriptions and studies of classes for children with learning disabilities (LD). Considered are aspects of regular class placement of LD students such as academic achievement and social adjustment, and attitudes of educators such as regular and special class teachers. On the basis of the review, full-time, self-contained classes…

The San Francisco Unified School District applied for a grant under Title III, Elementary and Secondary Education Act of 1965, to fund a program that would organize a media specialist, a resource teacher, and a classroom teacher into a "Communication Arts Team." The program would redefine and expand the role of each member of the team as they plan…

An experimental program improved students' self-concept and broke their failure cycle. Ss were 19 second through fifth grade students who were distractable and had various individual learning and/or behavior problems. For 1 year, they left their regular classrooms to spend 2 hours daily with a special education teacher. Individually designed…

For availability, see EC 103 600 The authors identify and describe critical considerations in the successful fulfillment of the role of the resource teacher in the delivery of services to learning disabled students. (IM)

Students with mild to moderate hearing losses have different communication needs from their normal-hearing peers, but if those needs are met the children can thrive in a mainstream setting. A certified teacher of hearing impaired students can provide professional advice by observing the mainstream classroom and consulting with the teacher. (VW)

A study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which the aides were used. Results indicated that resource teachers favored expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for…

Several alternative curriculum-based measurement (CBM) assessment models for use with handicapped children are discussed: the resource/consulting teacher and Vermont consultant teacher models, directive teaching, precision teaching, and data based program modification. A case example showing the use of CBM to make instructional and placement…

Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)

Four hundred and twenty special education resource teachers working mainly with retarded pupils were surveyed about inservice training needs. Of 32 specific skills/competencies, individual pupil counseling skills was idenitified as the most important. The most effective vehicle for delivering training was identified as short-term courses and…