A rapid reporting system was designed to help resource teachers stay aware of the regular class performance and assignments of their students. Advantages of the note card approach include reminding the regular teacher of the student's need for extra attention, increasing recognition of the resource program, and providing feedback to students. (CL)

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)

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (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)

The paper presents an alternative service delivery model for special education. Problems with the current delivery model include tests, labeling, overrepresentation of racial and ethnic minorities, and lack of generalization from the resource setting to the regular classroom. The alternative model would allow more students to be served without…

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…

A DACUM (Developing A Curriculum) approach was used to design an appropriate graduate course using verified competencies of vocational resource teachers of handicapped students. Twelve experts participated in a 2-day workshop resulting in the identification of 53 task competencies and 8 human competencies. A survey instrument was developed from…

The first section of the paper describes how the role of the special education resource teacher can be expanded to include a consultative component. This redefined role include direct, data based instructional services by the special educator as a resource teacher and indirect regular class assistance by the resource teacher as a consultant.…

This brief introduction to the career of elementary level special education resource teacher first describes the nature of the work and the variety of settings in which these educators work. The pamphlet explains the education required, desirable personal qualities, the job outlook and possibilities for advancement, and some ways for high school…

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…

Based on a sample of 12 school sites in California, the report documents the effectiveness of the secondary Resource Specialist Program (RSP) which provides instruction and services for handicapped students--primarily the learning disabled--who are assigned to a regular classroom for a majority of the school day. A number of program components are…

This article describes implementation of a project which facilitated the collaboration of 26 elementary general education teachers and 5 resource teachers by providing time during the school day for structured interaction and inservice training in a collaborative problem-solving process. Pretesting and posttesting with the Resource Teacher-General…

The Cooperative Vocational Program serves 300 mentally retarded, learning disabled, and behaviorally disordered adolescents in rural Nebraska in an attempt to increase employment for the students. The project is also designed to train secondary special education resource teachers in vocational preparation. Vocational services and activities…

The creation and functioning of the Special Needs Support Services Teacher/Coordinator at Ocean County Vocational School (Toms River, New Jersey) provided the careful planning, administration, and organization required by special needs students, particularly those students mainstreamed into vocational classrooms and those students recommended for…