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…

The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using…

General and special education teachers in a northern California school district (NCSD) have concerns about the academic performance of students with learning disabilities (SwLD) as they frequently have deficits in English language arts and math on state-mandated assessments. Teachers at NCSD were concerned about the pull-out model where SwLD are…

Despite nationwide advances in special education service delivery practices, disparities exist between the educational outcomes of students with disabilities versus students without disabilities. There is often disparity in teachers' roles and instructional practices in coteaching classrooms, as well as in their pullout resource classroom…

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…

Based on the responses to a questionnaire of resource teachers, regular education teachers, and principals, most of the skills typically associated with consultation were determined to be necessary for resource teachers. In addition, resource teachers were rated moderately skilled as consultants. Results suggest that educators' expectations may be…

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)

The study explored the effects of student selection versus teacher selection of instructional activities on the activities selected and reasons given by teachers and 42 elementary resource room students for selecting particular activities. Ss' progress was monitored by a curriculum-based repeated measurement data collection and evaluation system…

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 case study describes the integration of 13 learning disabled high school students into the mainstream of a public high school. Physical descriptions center on the school's neighborhood and the facility. Background information includes information on teaching staff and the student population. The resource class is then detailed in terms of its…

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…

A survey measured perceptions of staff members in 23 elementary schools on degree of emphasis placed on 18 role functions by the resource teacher. Eleven experts' conceptual views of "ideal" resource room teacher were also examined. Significant differences were found between ratings by resource room teachers and by (1) their classroom teachers,…

A survey of 40 resource room or itinerant teachers of students with visual impairments in British Columbia (Canada) gathered information concerning teacher training/experience, caseload characteristics, nature of service to students with multiple disabilities, contact with parents and other professionals, and teaching activities. (JDD)

Thirteen secondary special education resource-withdrawal teachers evaluate their roles as teachers, assessors, programmers, liaisons, and consultants. Survey results indicate teachers would like more specific job specialization, a separate department for all school resource teachers, credit given for study skills courses, and resource room credit…