Resource Rooms

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Resource Rooms

• Resource Room is a special education program for
  a student with a disability who is registered in
  either a special class or regular education while
  in need of specialized supplementary instruction
  in an individual or small group setting for part
  of the day.

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Resource Rooms

• Resource rooms are grade pure, at least through
  the middle school level. This allows the teacher
  to focus on deficit skill development within the
  framework of curricular needs at each grade
  level.

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Resource Rooms

• The minimum time spent must be 3 hours a week.
  The groups can meet in a variety of time styles
  such as four times a week for 45 minutes at the
  elementary level meeting the minimum time
  requirement by regulation.

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Resource Rooms

• This model provides the teacher with one day or a
  period of time each day for consultation and
  evaluation. It is imperative that the Special
  Education teachers consult with the mainstream
  staff to check on the carry over of skills
  learned in the small setting.

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Resource Rooms

• At the secondary level, students are usually
  scheduled for 5 periods a week in Resource Rooms.
  Given secondary schedules, these teachers have
  ample opportunity to consult with regular
  educators in the building.

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Resource Rooms

• Students may be provided direct services in the
  classroom.  Indirect services can also be
  provided to the student through consultation with
  the general education teachers to support in
  adjusting the learning environment or modify the
  instructional methods.

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Resource Rooms

• When additional support is appropriate to meet
  the students needs, the student can receive the
  pull-out Resource Room program. 

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Resource Rooms

• This program includes remedial, compensatory and
  developmental instruction, which is provided in
  small groups for usually three to five hours per
  week. 

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Resource Rooms

• Individual needs are remediated in areas of
  visual and auditory processing deficits, reading,
  math, written expression, spelling, vocabulary
  and organizational skills.

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Resource Rooms

• Declassified Support Services are included to
  assist the student with a successful transition
  through the consultant teacher - resource room
  model.  Students declassified are monitored for
  one year after exiting direct services in order
  to assure their success in the mainstream
  environment.

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Resource Rooms

• The duties of a special education resource
  teacher at the elementary school level can be
  quite challenging. Like other elementary school
  teachers, the resource teacher is interested in
  the development and growth of the child.

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Resource Rooms

• But the resource teacher's particular function
  for students with disabilities is to specially
  design instruction so the child can achieve the
  expected educational outcomes.

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Resource Rooms

• The special education resource teacher designs
  instruction so that the child can learn by
  developing his or her abilities. The resource
  teacher discovers how a particular child learns
  best and individualizes instruction for that
  student.

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Resource Rooms

• Special education resource teachers teach in a
  variety of settings. They may work with students
  individually or in small groups in a special
  classroom, often called a Resource Room. Here
  students come for a block of time each day for
  their lessons and then return to their general
  education classroom.

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Resource Rooms

• Special education resource teachers work closely
  with parents. Together they plan the special
  education services to be provided to the student
  in a formalized process called an individualized
  education program (IEP).

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Resource Rooms

• The IEP guides the resource teacher in planning
  lessons and providing appropriate instruction for
  the child.

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Resource Rooms

• The parent and teacher meet frequently to discuss
  the child's progress, share information, and
  identify how the parents can best work with their
  child at home.

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Resource Rooms

• Special education resource teachers frequently
  collaborate with other professionals in the
  school. They work closely with regular classroom
  teachers, school psychologists, occupational and
  physical therapists, speech pathologists, and
  social workers.

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Resource Rooms

• How are students identified for placement?
• In order to be eligible for special education
  services, testing is needed to determine if the
  child fits specific criteria for a disability. An
  IEP must be held to determine school and family
  agreement regarding special education services.

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Resource Rooms

• What is "individualized instruction?"
• Each student's goals and objectives stated in
  his/her individualized educational program (IEP)
  are the basis for academic instruction in the
  resource room.

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Resource Rooms

• Methods and materials used are geared toward
  these specific needs. The general education
  curriculum is considered when writing the goals
  and objectives.

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Resource Rooms

• Although, at times, one-to-one instruction is
  possible, often, small groups are formed
  including students with similar needs.

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Resource Rooms

• Consultation is offered to general education
  teachers on ways to adapt instruction and
  materials to student's needs.

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Resource Rooms

• How do resource rooms differ from general
  education classrooms?
• The level of instruction is tailored to students'
  needs.
• Instruction is based on students' strengths.

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Resource Rooms

• Methods and materials are adapted to students'
  learning styles and characteristics using
  multisensory and other specialized approaches.

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Resource Rooms

• Students are taught in small groups, in separate
  rooms to reduce distractions, with more
  individual attention. 

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Resource Rooms

• Learning is solidified through appropriate
  repetition and reinforcement.
• Accommodations are made to support students'
  learning needs in the general education setting.

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Resource Rooms

• Pacing of instruction is flexible to accommodate
  students' needs.
• Social skill development is integrated with
  instruction.

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Resource Rooms

• How much time is spent in the resource room?
• Time spent in the resource room depends on the
  students' needs. Students may spend up to 50 of
  their day in the resource room.

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Resource Rooms

• How do resource teachers support students in
  general education?
• Resource teachers attempt to collaborate with
  general education and special area teachers
  regarding students' needs and services on a
  regular basis.

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Resource Rooms

• Resource teachers may consult classroom teachers
  to assist with modifying assignments and tests.
  They may also work directly with students to
  provide support in general education curriculum.

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Resource Rooms

• Resource Room teachers provide collaboration in
  two different ways
• Indirect collaboration
• Direct collaboration

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Resource Rooms

• How will the child's progress in the resource
  room be measured and reported?
• Students are assessed in areas of identified need
  at regular intervals as outlined in the IEP.

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Resource Rooms

• These assessments may include standardized
  testing, informal testing procedures, work sample
  analysis, portfolio assessment, observation,
  interview etc.

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Resource Rooms

• Performance is evaluated in accordance with the
  criteria listed on IEP goals and objectives.
  Progress is reported at parent conferences, at
  marking periods and at the annual IEP.

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Resource Rooms

• As required by state law, a complete
  re-evaluation called a Triennial Evaluation is
  conducted every three years to determine whether
  the student is still eligible to receive special
  education services.

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Resource Rooms

• What happens after elementary school?
• Public Schools provide appropriate special
  education services in the middle school and high
  school if a student is eligible for services
  beyond elementary school.

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Resource Rooms