Results of teacher ratings of 383 6-11 year olds in therapeutic classes (Israeli resource rooms) revealed a combination of behavioral and academic problems as reasons for referral; an overall inprovement in academic, social, and behavioral functioning; and differences in levels of teachers' cooperation related to levels of pupil performance. (CL)

Eight students were observed during classroom instruction. Comparisons were made of how they spent their time in resource and regular classrooms. In general, opportunities for differentiated instruction were available in resource rooms. However, no practical differences were noted in the amount of time students were actively engaged in instruction…

The scheduling model presented is designed to use an Extension Center to reduce the size of teaching groups, curtail the flow of students in and out of classrooms for support services and provide on a rotating basis an observation/evaluation period for resource teachers. (Author/CL)

Practical guidelines are offered to help the teacher integrate microcomputers into a resource room environment for learning disabled students. The author lists basic software packages that are reported to provide proven "starter paks" in language, reading, and mathematics at specified grade levels. (JW)

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)

The Immediate Reinforcement and Remediation (IRR) method is advocated as a systematic approach to aid in the success of mainstreamed elementary slow learning and learning disabled students. IRR allows the resource room teacher to followup on identified critical lessons using different materials and aids. (CL)

Examines teachers' views of the strengths and weaknesses of pullout programs and of alternatives to pullout programs. (PCB)

Nonhandicapped (N=126) and learning disabled (LD N=20) elementary grade students were interviewed regarding their knowledge and perception of the special education resource room. Both groups had similar perceptions; most non-LD students ranked the resource room as a desirable place; primary LD students perceived it less positively than…

A holistic language program is described which combines all the language arts, is based on cognitive/psycholinguistic principles, and can be used in resource rooms with learning disabled students. (CL)

A resource room teacher describes the versatility of a microcomputer in programing for learning disabled or emotionally handicapped students (grades K-8). She cites the microcomputer's contributions to student self-concept. (CL)

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach suggested that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeded the resource room in attaining desirable classroom processes, student attitudes, and student achievement in basic…

The study investigated the relatonship between degree or extent of special education participation and measured self-concept with 45 third-grade male students divided into three groups (students in self-contained LD classes, students provided individual tutoring, and a control group of students from regular classes). (Author/PHR)

A buddy system was used to help reintegrate pairs of learning-disabled students into regular classroom programs. Students were taught to observe, monitor, and reinforce appropriate behavior of their "buddies." Following implementation in the resource room, the program was extended to the regular class placement. (DB)

A teacher of young children with visual impairments in a resource room program recounts how yo-yos became a bridge to development of social skills and friendships both within the group and with other students in the school. (DB)

A kitchen timer, three-minute egg timer, and individual clocks made from paper plates were used to teach time management strategies to learning disabled elementary school students in a resource room. Their attention span increased, work habits improved, and there was less frustration for both teacher and students. (VW)