Resource teacher programs designed to keep handicapped learners in the educational mainstream can be seen to differ across certain dimensions, though they should share some common standard attributes. (DB)

Recent indications point to an increased nationwide interest in establishing resource-room programs for children classified as handicapped. (Author/DB)

Literature written between 1968 and 1978 on British Columbia's Learning Assistance Centres (LACs), part of the multilevel supportive service offered to the exceptional student, is reviewed; and guidelines for developing an LAC are offered. (SBH)

Guidelines detail the resource room program for children with educational disability. Aspects covered include administration, the teacher, placement, class organization, and physical classroom needs. (JD)

In response to an article by M. S. Lilly which offered a training based model for special education, the author raises questions about the proposed model and offers an alternative model which would include special classes and resource room placement as a short term alternative to regular class placement. (DB)

The authors, members of the System Wide Itinerant Resource Teacher (SWIRT) team, describe and analyze inservice training for general education teachers in compliance with P.L. 94-142 (the Education for All Handicapped Children Act) under the Tennessee State Plan. The unique qualities of the Memphis City Schools' inservice training program are…

Discussed are problems which impede the development and effectiveness of resource programs to serve mildly handicapped children in rural schools including lack of organizational readiness, system shock, interpersonal roadblocks, and the shortage of competent resource teachers. (DB)

The importance of mainstreaming (helping handicapped children achieve maximum participation in regular school programs) is emphasized, and underlying concepts are explained. Methods for implementing mainstreaming in protected settings (such as hospitals) and in regular classrooms (through the use of helping teachers, resource rooms, a modified…

Reported on are the procedures used to analyze the content validity of a job or program function approach to training special education resource teachers (SERTS). A model for making program decisions is noted to include five data collection phases: problem selection (describing numerically the difference between the referred student's actual and…

Intended for special education and regular teachers, the guide contains brief articles on the nature of mainstreaming handicapped children; mainstreaming models at the preschool, elementary school, and secondary school levels; specific suggestions for setting up mainstreaming programs, and interviews with five persons involved in mainstream…

Presented are 13 papers based on presentations by consultant and resource teachers, local and state administrators, higher education faculty, a specialist in educational change, and a parent at the Council for Exceptional Children's Invisible College Conference on Mainstreaming. Chapters include a listing of key ideas and discussions on the…