The resource teacher's role as a consultant for learning disabled children in the regular classroom requires the skill of consultation which includes establishment of a contract, a working alliance, and a communications system between the resource teacher and the regular teacher as well as criteria for evaluation and termination. (DB)

Learning disabled (LD) students (N=412) from grades one to six generally received more negative ratings from their special education resource teachers and their regular education mainstream teachers on task orientation, adaptability, and reactivity. Results of multiple-regression policy-capturing analyses were interpreted to mean that temperament…

The developmental program emphasizes the early identification of children with learning problems through the observation of the regular classroom teacher in conjunction with a special education team working in a school setting. The developmental teacher is an important member of the special education team because he/she is in the school on a daily…

There is a rational approach to meeting the needs of mainstreamed learning disabled secondary students. (Author/PHR)

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…

Described is a program designed to provide appropriate teaching materials and strategies for learning disabled students in regular classrooms. The program is explained to include special education resource teachers, a learning materials center, and pre-planned self-instructional learning packages, with the goal of supporting and complementing the…

The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

The paper reviews descriptions and studies of classes for children with learning disabilities (LD). Considered are aspects of regular class placement of LD students such as academic achievement and social adjustment, and attitudes of educators such as regular and special class teachers. On the basis of the review, full-time, self-contained classes…

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

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)

Presented is the final report of Project TEAM (Teacher Encouragement to Activate Mainstreaming) to improve the attitudes and skills of seven regular secondary teachers serving 27 educable mentally or educationally handicapped students. Methodology is explained to have involved analysis of student records to identify students ready for…

Evaluated was the program, which followed the resource room model, to provide supplementary individual and small group instruction to 360 mainstreamed children (in grades k-6) diagnosed as neurologically impaired. Aside from providing direct instructional services, program teachers consulted with regular class teachers about problems for students…

Two experiments were conducted with a total of 30 learning disabled third grade children to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for LD children. (Author/DB)