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)

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)

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)

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)

Resource teachers can bridge the gap between themselves and music educators who work with learning disabled children by discussing schedules and goals with the music teachers and apprising them of students' learning strengths and weaknesses which are applicable to music education. (Author/MC)

The purpose of the survey of 500 resource teachers was to determine the prevalence of social dysfunction among learning-disabled students. Results indicate that up to 38 percent of this student population was in need of social skills intervention but that relatively few were actually receiving the needed intervention. (Author/DB)

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which 134 incumbents responded as to their actual and desired role performance. (BD)

Effectiveness of the MECCA program (Make Every Child Capable of Achieving--in which a learning disabilities specialist collaborates with a classroom teacher using a task analysis approach) was examined with 14 kindergarten age children in four MECCA classes, 17 children in four referral classes, and 37 controls. (SBH)

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)

The role of the special resource teacher can be seen as that of a consultant to the classroom teacher in increasing the teacher's awareness of his or her own problem-solving experiences with the learning disabled child. (Author/PHR)

Examined were the characteristics of over 3000 children (median age 8 years 10 months) enrolled in Child Service Demonstration Centers for Learning Disabilities in 21 states. (Author/DB)

Direct daily measurement of students' performance was used as an independent variable to determine its effect on the learning of six primary level learning disabled children. (Author/DB)

This study analyzed and compared the perceptions of elementary-level learning disabilities resource teachers (n=83) and general education teachers (n=64) regarding actual and ideal performance of collaborative roles. Results indicated significant differences in teacher perceptions of actual and ideal performance of collaborative roles. Constraints…

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)