Self-contained classrooms and resource rooms have been an important component of the continuum of placements available to students who are deaf or hard of hearing. However, these specialized classrooms have been closing in recent years. A variety of factors are contributing to this, most notably the impact of cochlear implants. This article…

Children traveling from the mainstreamed classroom to the resource room or to related services may need special attention and psychological support to smooth the transition. The resource teacher can help prevent problems by such actions as watching for behavioral cues of stress or crisis. (CL)

This case study of one resource program describes structures and techniques used in the regular classroom, playground, lunchroom, and resource room to help in mainstreaming handicapped students. In four years this program saw a 42 percent reduction in students classified as handicapped, although school enrollment grew by almost 38 percent.…

The Special Opportunities Program (SOP) at the Kendall Demonstration Elementary School in Washington, DC, serves hearing impaired students (two to 14 years old) who have special learning problems on additional handicaps, including developmental disabilities. The SOP is also integrated with the regular program, which eases mainstreaming. (SEW)

"Transenvironmental programming" is presented as a databased approach for promoting regular class success for handicapped students by carefully programing resource room instruction. An experimental study, with a 12-year-old student with behavior problems and academic deficiencies, is described which supports the efficacy of the approach.…