- Slides: 38
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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n When additional support is appropriate to meet the student’s needs, the student can receive the pull-out Resource Room program.
Resource Rooms n This program includes remedial, compensatory and developmental instruction, which is provided in small groups for usually three to five hours per week.
Resource Rooms n Individual needs are remediated in areas of visual and auditory processing deficits, reading, math, written expression, spelling, vocabulary and organizational skills.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n 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).
Resource Rooms n The IEP guides the resource teacher in planning lessons and providing appropriate instruction for the child.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n n 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.
Resource Rooms What is "individualized instruction? " n Each student's goals and objectives stated in his/her individualized educational program (IEP) are the basis for academic instruction in the resource room. n
Resource Rooms n Methods and materials used are geared toward these specific needs. The general education curriculum is considered when writing the goals and objectives.
Resource Rooms n Although, at times, one-to -one instruction is possible, often, small groups are formed including students with similar needs.
Resource Rooms n Consultation is offered to general education teachers on ways to adapt instruction and materials to student's needs.
Resource Rooms n n n How do resource rooms differ from general education classrooms? The level of instruction is tailored to students' needs. Instruction is based on students' strengths.
Resource Rooms n Methods and materials are adapted to students' learning styles and characteristics using multisensory and other specialized approaches.
Resource Rooms n Students are taught in small groups, in separate rooms to reduce distractions, with more individual attention.
Resource Rooms Learning is solidified through appropriate repetition and reinforcement. n Accommodations are made to support students' learning needs in the general education setting. n
Resource Rooms Pacing of instruction is flexible to accommodate students' needs. n Social skill development is integrated with instruction. n
Resource Rooms How much time is spent in the resource room? n Time spent in the resource room depends on the students' needs. Students may spend up to 50% of their day in the resource room. n
Resource Rooms n n 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.
Resource Rooms n 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.
Resource Rooms n Resource Room teachers provide collaboration in two different ways: n Indirect collaboration n Direct collaboration
Resource Rooms How will the child's progress in the resource room be measured and reported? n Students are assessed in areas of identified need at regular intervals as outlined in the IEP. n
Resource Rooms n These assessments may include standardized testing, informal testing procedures, work sample analysis, portfolio assessment, observation, interview etc.
Resource Rooms n 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.
Resource Rooms n 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.
Resource Rooms n n 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.