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Abstract

This study examines the implementation of the elementary special education resource room program through an analysis of the resource room teacher's role behavior. A survey instrument was developed to measure the perceptions of staff members in 23 elementary schools as to the degree of emphasis placed on 18 role functions by the resource teacher. The study also examines 11 experts' conceptual view of the "ideal" resource room teacher. Significant differences were found between ratings by the resource room teacher and by (a) his or her classroom teachers, (b) his or her principal, and (c) the experts. Training implications focus on developing skills and strategies to enable resource room teachers to work more effectively within the regular classroom.

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References

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Public School and University Staff Perceptions of the Role of the Resource Teacher

Abstract

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