This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three…

Empirical research has identified many factors that contribute to feelings of burnout among special education teachers. Few studies, however, have examined the influence of varying responsibilities on burnout among special education teachers. The "Maslach Burnout Inventory Educator Survey" was distributed to a sample of special education…

Federal law under the Individuals with Disabilities in Education Improvement Act stipulates that services provided to students with diagnosed disabilities must be (a) individualised based on the assessed needs of each student and (b) include the fewest restrictions necessary to achieve students' personalised goals. However, determining the level…

This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP [Individualized Education Plan] or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement.…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

A resource room program for emotionally disturbed children developed in Newfoundland has expanded from one initial unit to six programs operating at all school levels. The program stresses appropriate function in the regular class. (CL)

Resource programs are an outgrowth of recognition that special classes have been largely ineffective for many handicapped children. Resource teachers offer both direct and indirect services via assessment, programing, and consultation. Despite potential difficulties in maintaining gains in a mainstreamed child, resource rooms are cost effective…

The attendance of pupils scheduled to receive special education resource room instruction was investigated, with such findings as that 22 percent of resource room contacts were missed, that 10 percent of contacts were missed due to student absence from school, and that 12 percent were because of school activities or resource room closings.…

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

The concept behind the cross categorical resource program for handicapped students is that one resource room can serve several categories in one school unit. There must be continuous communication between the resource room and regular classroom. The environment of the resource room must be positive and conducive to learning. An important factor of…

Since Learning Assistance Centres are natural places for the use of computers, Learning Assistance Teachers should become familiar with the new developments and possibilities afforded by computer-assisted instruction and should also provide critical evaluations of use in Learning Assistance Centre programs. (Author/CL)

Results of questionnaires completed by 414 school districts indicated that most local education agencies use resource room programs and have done so for at least three years. Most programs are multicategorical. The majority reported the programs effective and said they would continue to be used. Findings cited the need for descriptions of model…

Thirty-five resource elementary and secondary resource teachers identified as major difficulties of their positions lack of inservice training to acquaint classroom teachers with the role of the resource room program, conflicts with regular class teachers, lack of funds and materials, and excessive paperwork. (CL)

Factors of location, use of space, room arrangement, and time-out area are examined for their effects on resource room programing for exceptional students. (CL)