A successful Newfoundland service model for mildly disabled students which features a team approach incorporated in a resource room program is described in terms of referral, assessment, placement, programing, and evaluation procedures. (CL)

Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for…

Teacher ratings on the RISK scale for 2,306 kindergarten students were used to predict which children were ultimately placed in resource rooms or regular education. All five RISK factors were significantly related to future school performance. Most predictive items were child ability, current performance, and teacher investment. Overall RISK scale…

The report examines the status of special education in St. Louis (Missouri) Public Schools. Census data are reported by primary handicap, age, and principle type of service received. Difficulties in the process of diagnosis and assignment of handicap category are revealed, including confusion over eligibility for learning disabled (LD) and…

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1…

This study compared scores on the Stanford Achievement Test (SAT) of 50 seventh and eighth grade students receiving instruction in regular classroom settings and 50 seventh and eighth grade students receiving instruction in special education resource room settings. Scores from five test components were examined, including: Total Reading, Total…

The handbook provides general information about the resource program for learning disabled (LD) students at the secondary level in Augusta County, Virginia. Noted in the section on program philosophy is the intention to provide academic skills and coping strategies through a unified combination of remedial and compensatory teaching. The section on…

Presented is the final report of the Learning Disability Fail-Save Continuum Project, designed to provide identification, assessment, and placement services to 378 elementary and secondary level students. Outlined in Section I are the following project components: major revisions from the original proposal (such as implementation of the itinerant…

The report examines the status and needs of behaviorally handicapped students in Maine. It describes the referral and identification process, program characteristics, current problems and issues. The first section presents statistics related to prevalence, types of programs received, costs of special education, and the certification and supply of…

Intended for junior high school learning disability resource teachers and other staff personnel, the handbook provides information on selecting and scheduling students into resource programs, establishing a resource room, developing and implementing curriculum for learning disability (LD) students, reporting the progress of students, and listing…