The study aims to identify the effectiveness of using visual organizations in improving the reading and writing skills of students with learning disabilities from the point of view of the teachers of learning resource rooms, according to the variables of gender, scientific qualification and educational experience through the use of analytical…

The ecological approach, based on the RTLB Toolkit that guides RTLBs in New Zealand, is one of the seven principles used for interventions for students with learning and behaviour concerns. As a result of a paradigm shift moving from a functional limitations perspective to a more inclusive/ecological perspective in 1999, RTLBs have been trained…

This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic…

Resource teacher systems serving learning disabled children are discussed in terms of the varying dimensions of type of service (direct versus indirect), diagnostic/prescriptive orientation (ability versus skill), and delivery (resident versus itinerant). Individual resource programs are thought to vary on the dimensions due to intransigent…

Analysis of questionnaires completed by 345 learning disability and reading resource teachers revealed that reading specialists diagnosed a broad population of students exhibiting many diverse characteristics. LD professionals used a broader diagnostic focus, touching upon intelligence, general achievement, perceptual and motor processes, as well…

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)

Greg is 13 years old, and currently in seventh grade; he entered an unnamed District ("the District") school in fourth grade as a student with a specific learning disability; he had been identified as eligible for special education programming and services during second grade. During fifth and sixth grade Greg was provided services…

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)

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)

Observation of seven resource teachers of learning disabled and educable mentally disabled students revealed that four teacher behaviors had a substantial impact on task involvement: teacher positioning, effective surveillance, provision of consequences for task involvement, and management of transition times. (CL)

After receiving varying combinations of positive and negative communications on reading achievement, classroom behavior, and learning style from a "resource teacher" on a 12-year-old boy identified as learning disabled, 129 classroom teachers completed the "Regular Educator Expectancy Scale-Revised." Results confirmed…

Briefly explained is a regular school's attempt to meet the educational needs of all children, including the educable mentally handicapped and learning disabled through use of resource teachers. (CB)

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)