Resource Teachers: Learning and Behaviour (RTLB) are agents of change, charged with the responsibility to facilitate paradigm shift from traditional to inclusive models of educational theory and practice. With seven years experience in an RTLB role I have come to the realisation that if there is congruence between a practitioner's value and belief…

Developmental teachers, key members of the special education school team, provide assessment and consultation services and help in mainstreaming. Inservice training via the andragogical (discovery) method is a critical part of the program. (CL)

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…

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 paper describes application of the collaborative/consultant model to the education of special needs students in the Mendocino Unified School District (California), a small rural district. Benefits of the model for students include reduction of stigma attached to labeling and pull-out, and for teachers, shared responsibility for instruction. At…

The paper describes the role of a consultant/co-ordinator of Learning Assistance in a typical, large school district in British Columbia. Eleven effective strategies are examined, including assessing students, coaching, modeling, and networking. (CL)

The Developmental Teacher Model, a resource teacher model used in Ontario, Canada, by the Dufferin-Peel Roman Catholic Separate School Board, employs a special education team responsible for educational assessment, consultation with other teachers, direct withdrawal services to some students, and support to integrated students from contained…

The training program at Simmons College (Massachusetts) is competency-based and is organized around five instructional modules. Learner change data are reported from a single class of 18 trainees followed through their first and second years, showing increased skill acquisition and time spent in the regular classroom. (CL)

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)

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…

Major objectives of the teacher workshop are to increase the empathy and knowledge of the regular teacher concerning the characteristics and problems of the LD student, and to work out communication problems and increase the dialogue between the resource learning center teachers and the regular classroom teachers. (SBH)

Materials are presented which were used for a consulting/linkage skills training program. The program is divided into three phases. In phase one, various training techniques such as presentations, case studies, role-playing, and simulations are used to lead the participants through a series of knowledge-increasing and skill-enhancing activities.…

The Lincoln, Nebraska, Teacher Corps' contracting process offers an effective model for team teaching, individualizing/personalizing instruction, and demonstrating both teacher and learner levels of competency. (JMF)

The article presents a teacher training model based on the Agricultural Extension Service Agent Model to meet the educational needs of handicapped students in rural areas. The model involves training regular classroom teachers to become in-house specialists on maintaining the mildly handicapped student in the regular classroom. (DB)

The packet consists of information derived from several sources on models for delivering services to rural handicapped students. The first part of the packet defines "rural," followed by a discussion of factors hindering rural service delivery and a model describing the continuum of services in rural areas. Seven model programs and projects from…