Suggestions for special education teachers preparing for parent-teacher conferences include: preparing a folder showing students' tests, assignments, and progress; and encouraging a two-way dialogue by providing a supportive environment. Suggestions for parents include being responsive and receptive to teachers' suggestions and asking for…

Comparison of questionnaires completed by 32 therapeutic teachers, 39 regular teachers, and 28 school psychologists in Israel resulted in a unified picture of the therapeutic teacher's role. Therapeutic aspects and emotional features were clearly preferred to academic improvement. Psychologists as a group were more reserved in expectations, but…

Evaluates effectiveness of resource teacher services in mainstreamed rural classrooms in four districts in Quebec. Finds relationships between distance, staff ratio, interpersonal skills/competence, and rate of service delivery. Verifies Hurder theory that service delivery is influenced by access, disposition, and organization variables. (LFL)

A model designed first to identify and encourage available resources and then to provide consultation and direct services within the school is described. An example of how the model was utilized to respond to a crisis situation within a particular elementary school is given. The resulting program is then evaluated and implications for future…

Described is the use of high school students in the elementary classrooms as resource teachers. This program has increased enthusiasm in the high school science students and, through providing new topics and teachers, elementary science has been enhanced. (Author/DS)

Aspects of a training program for a learning disbilities (LD) classroom teacher or resource teacher are discussed. Internship is a valuable tool for learning practical experience and clarifying roles. Inservice training programs are essential to meet the increased needs in this specialty. (PHR)

To assess the delivery of support services from resource room teachers to regular elementary teachers involved in mainstreaming learning disabled students, the Index of Support Services (a list of 26 services) was developed and distributed to 228 regular educators for rating. (Author/SBH)

Describes "resource science", a remedial program for secondary school students that combines a basic science curriculum with activities designed to remediate learning in the areas of oral expression, visual perception, and auditory reception. (JG)

Examines the possible advantages of subject area specialists for elementary science. Discusses four different implementation models: (1) Physical education teacher model; (2) Media center model; (3) Departmentalized model; and (4) School-within-a-school model. (YP)

The paper looks at staffing issues in meeting special educational needs in high schools in Manchester, United Kingdom. The concerns of Heads of Departments (N=26) included improved training and inservice, their extended roles within their schools, the support role of special needs staff, and the need for more planning and evaluation. (Author/DB)

This article reports on the inspection of one British school by the Office for Standards in Education (OFSTED). Emphasis is on positive aspects of the inspection of the school's Learning Support Department serving students with special educational needs, evidences of school effectiveness, and the support of effective practice with policy. (DB)

Describes how reading specialists could function as collaborative consultants, spending the preponderance of their time working with other adults to meet the needs of students. Discusses curriculum development, instructional problem solving, assessment, and parent liaison. (SR)

This practicum determined that students with language learning disabilities were not experiencing success in the regular classroom, and skills acquired in a pull-out program were not generalizing to the regular classroom. The practicum piloted a first-grade inclusion program which called for the resource room teacher and speech language…

The implication of an ever-increasing knowledge base is that students will need to know how to select, evaluate, and utilize information. In response, a resource-based approach to learning which emphasizes learning how to learn has been recommended in curriculum guides in Newfoundland from kindergarten through the final year of secondary school,…

Faculty development through peer observation, faculty revitalization through curricular change, and interdisciplinary work are addressed in this newsletter issue. The peer observation process is primarily directed toward fine-tuning or adjusting existing competencies, and usually focuses on factors such as questioning, clarity, organization,…