Discusses how reading specialists, as resource teachers, can effectively serve the content area teacher. (MB)

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)

The paper describes the role of a consultant/co-ordinator of Learning Assistance in a typical, large school district in British Columbia. Eleven effective strategies are examined, including assessing students, coaching, modeling, and networking. (CL)

Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (FL)

In British Columbia, special education learning assistance teachers focus on assessment, instruction, and consultation, although the role lacks definition. School-based preparation allows for opportunities to apply newly acquired skills. (CL)

An inservice program for regular class teachers of mainstreamed gifted and talented elementary and secondary students was conducted by resource teachers and involved consultation, workshops, and on-site visits. Evaluation revealed that close support by resource teachers prompted more open-ended and individualized assignments and greater student…

Discusses the role of the resource person and ways to coordinate school and community resource programs. (GB)

A resource program for mildly handicapped secondary students combines direct instruction with an emphasis on generalization. Additional support is given directly or indirectly (through the regular teacher). Resource teachers have to find time to consult with students and teachers, adjust the resource curriculum, and develop rapport with regular…

The authors discuss ways to improve teachers' affective interpersonal communication skills and review a study in which interpersonal communication skills were found to be an important aspect of special education resource teachers' overall effectiveness. (CL)

Leaving her classroom to become a district resource teacher allowed Donna W. Hanak to experience a professional learning community. Inspired by the experience and her research into the processes of teaching and learning, she returned to teaching, able to create "authentic learning relationships" with students

Resource teachers fulfill special responsibilities and roles in a school. As teachers, they must commit themselves to a wide group of students; as resource specialists, they must make a commitment to the staff and administration. Both commitments call for an effective style of leadership, knowledge, and service that, in order to make a difference,…

In the Creative and Academic Thinking Skills (CATS) Program, teachers who have been trained in developing higher-order and creative thinking skills go into early elementary classrooms to present lessons and provide followup activities. CATS integrates "gifted" materials and strategies into normal classroom activities. CATS lessons and…

The Developmental Teacher Model, a resource teacher model used in Ontario, Canada, by the Dufferin-Peel Roman Catholic Separate School Board, employs a special education team responsible for educational assessment, consultation with other teachers, direct withdrawal services to some students, and support to integrated students from contained…

Two studies were conducted to examine the difference between the roles of resource teachers as proposed in the literature and the actual allotment of time in practice. Studies involved 101 graduate students in a university resource teacher training program and 371 resource teachers in the public schools. Findings confirmed previous conclusions…