Educators need supportive working conditions to fulfill their responsibilities to students, families, and colleagues. Given the crucial role of working conditions in teacher effectiveness, we sought to understand educators' (including general educators, paraeducators, special educators, and principals) perspectives about their working conditions…

The article examines the curricular dilemmas of resource teachers serving learning disabled students and proposes an instructional content emphasis that would include school and society--learning skills. The article also offers the term learning specialist. (CL)

Written job description information of 76 resource programs was compared with administrator perceived resource teacher job requirements in the areas of direct instruction, assessment, administration, and indirect service. Results indicated significant differences with far fewer responsibilities being formally described than informally perceived as…

Problems with applying the career education model to students with learning disabilities or any type of disability are noted and similarities in curriculum development theory are charted. The role of the resource room teacher in a career education model is noted. (CL)

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 raises questions about the resource room model as an educational delivery system for handicapped students. (Author)

The developmental bypass teaching technique (which provides students an opportunity to bypass their learning deficits) was studied with regard to social studies achievement and classroom behaviors in 50 learning disabled junior high school students. (Author/PHR)

Resource teachers (N=420) in grades 1-12 identified 32 competencies for effective resource teachers including knowledge and skill in employing a variety of methods for teaching reading, ability to deal effectively with personal/professional frustrations, ability to communicate with parents, and knowledge and skill in behavior management…

The attendance of pupils scheduled to receive special education resource room instruction was investigated, with such findings as that 22 percent of resource room contacts were missed, that 10 percent of contacts were missed due to student absence from school, and that 12 percent were because of school activities or resource room closings.…

A special education administrator raises questions about separating learning-disabled students from the regular education classroom for specialized instruction, proposes strategies to accommodate learning difference and address specific learning needs in the regular instructional program, and suggests the need to reevaluate the benefits derived…

A day in a learning disabilities resource room with children in grades one through six is described. The teacher used a personal microcomputer and no commercial software. The computer offers many advantages and rewards for children with learning disabilities. (Author/SEW)

A learning resource teacher reviews some of the current articles (especially concerning aspects of reading) in the learning disabilities journals related to research and the utilization of this information in the resource classroom setting. Concern is expressed regarding cuts in funding for research. (Author/CL)

The article lists books, guides, news sheets, and resources on postsecondary programs for learning-disabled students. Entries cover sources of college programs, recently funded programs, existent college programs, college tests, funding sources and employment, information sources, government supported/related publications, and adult groups. (SW)

The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

Suggestions are made for different approaches for preparing the classroom teacher, the resource teacher, and the neuroeducator, a specialist in learning disabilities. He advocates that neuroeducators should have exposure to fundamental areas of neurology, intelligence, anatomy, memory, cognition, and movement education. (CL)