This study of the instructional ecology of 52 high school resource room programs for mildly handicapped students found that teachers instructed in a wide variety of content areas and had high student engagement rates. Instructional practices generally associated with high achievement were not typically employed. Implications for teacher training…

Studies of time needed for initial curriculum-based measurement (CBM) training and classroom use, administration of CBM tasks, measurement schedules, and teacher-selected independent variables among special education resource teachers (N=10) indicated that several factors can increase teacher efficiency in CBM and decrease the time initially…

Reports on a study that investigated the changes in roles and activities of reading specialists in an in-class program as compared to the pull-out program they had previously run. (FL)

In response to a paper by David Sabatino (EC 051 608), the author suggests that the resource room concept is no panacea for the ills of special education and taht many of the services proposed are already being offered by many school systems. (DB)

Teachers from four school systems set up their own computer centers from scratch. Each center is tailored to the needs and resources of the school or schools involved. The centers range from a one-machine operation in the corner of a resource room to a laboratory with 18 microcomputers. (PP)

The authors urge educators to accept that behavior problem youngsters can no longer be barred from the public schools and that effective programs for these children need to be implemented. This paper was presented to the State Department of Education Conference on Emotionally Handicapped Programs, Orlando, Florida, August 9, 1977. (SJL)

Examines the role of "relief" teacher at a Navajo Reservation elementary boarding school: developer of academic projects based on student interests and abilities. Describes a whale project that involved building a life-size model, information searches, letter and report writing, and a student-organized demonstration of exhibits. (SV)

Describes a study of the professional responsibilities, training competencies, and educational backgrounds of resource teachers working in integrated group child care centers, nursery schools, private home day care, and kindergartens in Ontario. Resource teachers offer support and educational services to children, families, and early childhood…

This practicum was designed to increase collaboration between special education resource room teachers and regular elementary education classroom teachers. Procedures were developed to ensure that students with learning disabilities (LD) who were placed in regular classes received appropriate instructional and assessment modifications. Training in…

Two models for the mentoring of beginning special education teachers are presented. The first, the self-contained urban model, is a special education model designed by mentor teachers for beginning and experienced teachers of self-contained classrooms at both the secondary and elementary levels. Mentors work with interns for one full day each week…

This New York City Public Schools program was designed to augment the basic instruction of students with severe handicaps who were formerly educated within state-operated or state-supported schools or institutions. The program's teacher trainer provided up-to-date materials and equipment, individual consultation, support, and group training to…

This guide is designed to assist managers of training and development or continuing education in developing a resource file of faculty at their own institution who have the potential to perform various training and development functions. Addressed in the individual sections of the guide are the following steps involved in creating such a file:…

A study compared the reading instruction provided by classroom, remedial reading, and resource room teachers. Subjects, 31 classroom teachers, 7 resource room teachers and 10 remedial reading teachers from 6 upstate New York elementary schools were observed during reading instruction using a structured classroom observation procedure. Results…

Evaluation of the professional role of teacher specialists in New York City (New York) Teacher Centers was conducted through use of an innovative case study approach. Three research/evaluation questions were considered: (1) what services were being delivered? (2) what impact these services have at individual teacher, school, and…

The resource paper for regular and special teachers of learning disabled students on cooperative initiatives between regular and special education is presented in a question and answer format. The following questions are discussed: How can I recognize children with learning disabilities in my classroom? If I suspect a student to have a learning…