This article details the administrative procedures, personnel training, curriculum modifications, evaluation schema, and cost involved in the conversion of a school district special education program to a resource school model. Through the cooperation of university personnel and school district authorities, a model program was developed and used as a preservice practicum site. In addition to serving handicapped children, nonhandicapped children with remediable learning deficits were successfully served. Data pertaining to the child population, staff characteristics, and results of summa five evaluations of reading progress are presented.
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