If English teachers teach English, then do resource room teachers teach resource? Special education resource room teachers are in a quandary as to what they should be teaching to their students. In part, this dilemma is caused by several trends in regular education: minimum competency testing in basic skills, career education competencies and the requirements of an individualized educational program delivered in the least restrictive environment for each special education student. An example of this interaction as it has occurred in Michigan is cited to illustrate the dilemma. A proposal is presented for improving the plight of special education teachers who are uncertain about what they should be teaching. The possibility of applying current theoretical and research evidence to ameliorate the dilemma is elaborated by comparing the functional stages identified in child development theories to the developmental stages described by special education theories. The title recommended as appropriate for the resource room teacher is “learning specialist.” An instructional content emphasis would include school and society-learning skills.
Get full access to this article
View all access options for this article.
References
1.
Abrams, J.C.A psychodynamic understanding of the emotional aspects of learning disorders. In B. Keogh, (Ed) Advances in special education: perspectives on applications (Vol. I). Greenwich, Connecticut: Jai Press, 1980.
2.
Alley, G. & Deshler, D.Teaching the learning disabled adolescent: Strategies and methods. Denver: Love Publishing Co., 1979.
3.
Arter, J.A. & Jenkins, J.R.. Differential diagnosis—prescriptive: A critical appraisal. Review of Educational Research1979, 49, 517–555.
4.
Carlson, S. Learning How to Learn: Strategies to Increase Learning Efficiency. (In press.)
5.
Clark, G.M.Career preparation for handicapped adolescents: A matter of appropriate education. Exceptional Education Quarterly, 19801(2), 11–17.
6.
D'Alonzo, B.J. & Wiseman, D.E.. Actual and desired roles of the high school learning disability resource teacher. Journal of Learning Disabilities1978, 11(6), 390–397.
7.
Deshler, D.D., Lowrey, N. & Alley, G.R.. Programming alternatives for LD adolescents: A nationwide survey. Academic Therapy1979, 14, 389–397.
8.
Deshler, D.D., Alley, G.R., Warner, M.M., & Schumaker, J.B.. Instructional practices for promoting skill acquisition and generalization in learning disabled adolescents. Learning Disabilities Quarterly1981, 4(4), 415–421.
9.
Devine, T.G.Teaching study skills: A guide for teachers. Rockleigh. New Jersey: Allyn and Bacon, 1981.
10.
Duska, R. & Whelan, M.Moral development: A guide to Piaget and Kohlberg. New York: Paulist Press, 1975.
11.
Education for All Handicapped Act, PL94–142, 1975.
12.
Erickson, E.H.. Identity and the life cycle: Selected papers. Psychological Issues1959, 1(1), (Monograph).
13.
Ewing, N.J. & Smith, J.E.. Minimum Competency Testing and the Handicapped. Exceptional Children1981, 47, 523–524.
14.
Evans, S.The consultant role of the resource teacher, Exceptional Children, 1980, 46, 402–404.
15.
Fagen, S.A., Long N.J. & Stevens, D.J.Teaching children self-control. Columbus, Ohio: Merrill, 1975.
16.
Faust, M.S. & Faust, W.L.Cognitive Constructing: Levels of processing and developmental change. In B. Keogh (Ed.), Advances in special education: Basic constructs and theoretical orientations (Vol. I). Greenwich. Connecticut: Jai Press, 1980.
Gillet, P.Career education for children with learning disabilities. San Rafael, California: Academic Therapy, 1978.
19.
Goodman, L. & Mann, L.Learning disabilities in the secondary school: Issues and practices. New York: Grunc & Stratton, 1976.
20.
Haight, S.B.A comparison of concept usage and concept formation in educationally handicapped and normal achieving children Doctoral dissertation, University of California Los Angeles, 1974. Dissertation Abstracts International, 1974.
21.
Haight, S.L. & Molitor, D.I. A profile of teacher consultants: Idealism versus realism. In press.
22.
Hallahan, D.P. & Reeve, R.E.Selective attention and distractibility. In B. Keogh (Ed.), Advances in special education: Basic constructs and theoretical orientations (Vol. I). Greenwich, Connecticut: Jai Press, 1980.
23.
Hewett, F.The emotionally disturbed child in the classroom. Boston, Massachusets: Allyn & Bacon, 1968.
24.
Hewett, F.M., & Taylor, F.D.The emotionally disturbed child in the classroom: The orchestration of success. (2nd ed) Massachusetts: Allyn and Bacon, 1980.
25.
Inhelder, B.The diagnosis of reasoning in the mentally retarded. New York: John Day, 1968.
26.
Kendall, W.S.Affective and career education for the learning disabled adolescent, Learning Disabilities Quarterly, 1981, 4(1) 69–75.
27.
Kneedler, R.D.. The use of cognitive training to change social behaviors. Exceptional Education Quarterly1980, 1(1), 65–74.
28.
Kohlberg, L.. Development of moral character and moral ideology. In M.L. Hoffman & L.W. Hoffman (Eds.), Review of Child Development Research. New York: Russel Sage Foundation1964, 383–431.
29.
Laurie, T.E., Buchwach, L., Silverman, R. & Zigmond, N.. Teaching secondary learning disabled students in the mainstream. Learning Disability Quarterly1980, 1, 62–72.
30.
Lerner, J.W.Children with learning disabilities: Theories, diagnosis, and teaching strategies. Boston. Houghton Mifflin, 1971.
31.
Lerner, J.W., Evans, MA. & Meyers, G.LD programs at the secondary level: A survey. Academic Therapy, 1977, 13, 7–19.
32.
Lloyd, J.. Academic instruction and cognitive behavior modification: The need for attack strategy training. Exceptional Education Quarterly1980, 1(1), 53–63.
33.
MacMillan, D.L. & Morrison, G.M.Evolution of behaviorism from the laboratory to special education settings. In B. Keogh (Ed.), Advances in special education: Perspectives on applications (Vol. I). Greenwich, Connecticut: Jai Press, 1980.
34.
Maier, H.W.Three theories of child development. New York: Harper & Row, 1965.
35.
Marsh, G.E. & Price, B.J.Method for teaching the mildly handicapped adolescent. St. Louis, Missouri: Mosby, 1980.
36.
Marsh, G.E., Gerheart, C.K. & Gerheart, B.P.The learning disabled adolescent: Program alternatives in the secondary school. Saint Louis: Mosby, 1978.
37.
Maslow, A.Toward a psychology of being. Princeton, New Jersey: Mostrand, 1962.
38.
Mayle, J. & Riegel, R.H.Maladies and remedies: Guidelines for modifications of materials and methods for mainstreamed adolescents with academic difficulties. Plymouth. Michigan: Model Resource Room Project, Plymouth Canton Community School Distrct, 1979.
39.
McCarthy, J.A. & Riegel, R.H.Beyond coping: Managing problematic behavior. Plymouth, Michigan: Model Resource Room Project, Plymouth Canton Community School District, 1981.
40.
McCandless, B. & Evans, E.Children and youth: Psycho-social development. Hillsdate, Illinois: Dryden Press, 1973.
41.
McLoughlin, J. & Kass, C.E.. Resource teachers: Their role. Learning Disabilities Quarterly1978, 1, 56–62.
42.
McNutt, G. & Heller, G.Services for learning disabled adolescents: A survey. Learning Disabilities Quarterly, 1978, 101–103.
43.
Meyen, E.L. & Lehr, D.H.. Evolving practices in assessment and intervention for mildly handicapped adolescents: The case for intensive instruction. Exceptional Education Quarterly1980, 1(2), 19–26.
44.
Michigan Department of Education. Michigan Special Education Code, PA198, 1971.
45.
Michigan Department of Education.Career education in Michigan: An introduction. Lansing, Michigan: Author, 1976.
46.
Michigan Department of Education & U.S. Office of Education.Infusion handbook for teachers. Lansing, Michigan: Authors, 1973.
47.
Michigan Department of Education & U.S. Office of Education.Ideas for activities: Instruction, K-post secondary. Lansing, Michigan: Authors, 1973.
48.
Michigan Department of Education & U.S. Office of Education.Ideas for activities: Guidance, K-post secondary. Lansing, Michigan: Authors, 1973.
49.
Michigan Department of Education & U.S. Office of Education.A reference guide Career development goals and performance indicators (Rev. ed.), Lansing, Michigan: Authors, 1974.
50.
Michigan Department of Education & U.S. Office of Education.Career education resource guide (Vol. 1 and 2)Lansing, Michigan: Authors, 1975.
51.
Michigan Department of Education & U.S. Office of Education.Ideas for activities: Special education. Lansing, Michigan: Authors, 1976.
52.
Miller, S.R., Sabatino, D.A. & Larsen, R.P.. Issues in the professional preparation of secondary school special educators. Exceptional Children1980, 46, 344–350.
53.
Neimark, E.D.. Intellectual development in the exceptional adolescent as viewed within a Piagetian framework. Exceptional Education Quarterly1980, 1(2), 47–56.
54.
Palomares, Uval.o. & Logan B.A curriculum on conflict management. La Mess, California: Human Development Training Institute, 1975.
55.
Piaget, J.The moral judgment of the child. Glencoe, Illinois: Free Press, 1948.
56.
Poplin, M. & Gray, R.A conceptual framework for assessment of curriculum and student progress. Exceptional Educational Quarterly, 1980, 1(3), 75–86.
57.
Rest, J.. The hierarchical nature of moral judgment: A study of comprehensive and preference of moral stages. Journal of Personality1973, 41, 86–109.
58.
Richards, J.An interview with John Richards, M.D.: It's all right if kids can't read. Journal of Learning Disabilities, 14, 62–67.
59.
Riegel, R.H.Mainstreaming at the secondary level: An overview of the model resource room project. Plymouth, Michigan: Model Resource Room Project, Plymouth Canton Community School District, 1980.
60.
Riegel, R.H.Making modifications in the mainstream: A consultant's guide to cooperative planning. Plymouth, Michigan. Model Resource Room Project, Plymouth Canton Community School District, 1981.
61.
Riegel, R.H. & Moore, S.Planning and developing inservice activities at the building or district level. Plymouth, Michigan: Model Resource Room Project, Plymouth Canton Community School District, 1979.
62.
Riegel, R.H. & Mathey, J.P.Mainstreaming at the secondary level: Seven models that work. Plymouth, Michigan: Model Resource Room Project, Plymouth Canton Community School District, 1980.
63.
Schworm, R.W. & Abelseth, J.L.. Evaluating instructional interactions: How do we begin teaching. Learning Disability Quarterly1981, 4, 101–111.
64.
Schlick, Ga.l. M.J., & Riegel, R.H.Modifying study guides, practice and tests for students with learning difficulties at the secondary level. Plymouth, Michigan: Model Resource Room Project, Plymouth Canton Community School District, 1979.
65.
Silverman, R., Zigmond, N. & Sansone, J.Teaching coping skills to adolescents with learning problems. Focus on Exceptional Children, 1981, 13(9).
66.
Speece, D.L. & Mandell, C.J.. Resource room support services for regular teachers. Learning Disability Quarterly1980, 3, 49–53.
67.
State of Michigan. Career Education Act, PA97, 1974, (388.1312, Sec. 2).
68.
Torgeson, J. & Kail, R.V.Memory processes in exceptional chidlren. In B. Keogh (Ed.), Advances in special education: Basic constructs and theoretical orientations (Vol. I). Greenwich, Connecticut: Jai Press, 1980.
Wachs, H. & Furth, H.Piaget's theory and special education. In B. Keogh (ed.), Advance in special education: Basic constructs and theoretical orientations (Vol. II). Greenwich, Connecticut: Jai Press, 1980.
72.
Wiederholt, J.L.. Educating the learning disabled adolescent: Some assumptions. Learning Disabilities Quarterly1978, 4, 11–23.
73.
Wiederholt, J.L.Cronin, M.E. & Stubbs, V.Measurement of functional competencies and the handicapped: Constructs, assessments, and recommendations. Exceptional Education Quarterly1980, 1(3), 59–73.
Wong, B.. Research and educational implications of some recent conceptualizations in learning disabilities. Learning Disabilities Quarterly1979, 2, 63–68.a.
76.
Wong, B.. The role of theory in learning disabilities research: Part I. An analysis of problems. Journal of Learning Disabilities1979, 12, 585–595.b.
77.
Wong, B.. The role of theory in learning disabilities research: Part II. A selected review of current theories of learning and reading disabilities. Journal of Learning Disabilities1979, 12, 649–657.c.
78.
Wong, B.. Motivation for learning in mildly handicapped adolescents and young adults: A review of related theories. Exceptional Education Quarterly1980, 1(2), 37–46.
79.
Wood, M.Developmental therapy. Baltimore, Maryland: University Park Press, 1975.
80.
Woodward, M.The application of Piaget's theory to research in mental deficiency. In N.R. Ellis (Ed.), Handbook of Mental Deficiency, New York: McGraw-Hill, 1963.
81.
Zigmond, N. & Brownlee, J.. Social skills training for adolescents with learning disabilities. Exceptional Education Quarterly1980, 1(2), 77–83.
82.
Zigmond, N.A.A protype of comprehensive services for secondary students with learning disabilities. Learning Disabilities Quarterly, 1978, 1, 39–49.
