Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Haight, S. L.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Haight, S. L.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Learning Disabilities Resource Room Teachers and Students: Competent for What?

Sherrel Lee Haight, PhD

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.

Journal of Learning Disabilities, Vol. 18, No. 8, 442-448 (1985)
DOI: 10.1177/002221948501800801
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?