A Three Year Follow-Up Study of Resource Specialist Teachers in Northeastern California.

Autor/in	Roberts, Lily
Titel	A Three Year Follow-Up Study of Resource Specialist Teachers in Northeastern California.
Quelle	(1988), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Compliance (Legal); Consultants; Educational Policy; Elementary Secondary Education; Individualized Education Programs; Mainstreaming; Mild Disabilities; Resource Teachers; Rural Education; Special Education Teachers; State Legislation; Teacher Attitudes; Teacher Role; California + Suchen Sie Ihr Suchwort? Consultant; Berater; Politics of education; Bildungspolitik; Individualized education program; Individualisierendes Lernen; Lehrpersonal; Ländliche Erwachsenenbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Landesrecht; Lehrerverhalten; Lehrerrolle; Kalifornien
Abstract	The paper examines problems in the utilization of the Resource Specialist Teacher (RST) mandated by California law to serve handicapped students. The study evaluated whether the RST certificate mandate effectively altered the implementation of the least restrictive environment policy for disabled students in a rural area of northeastern California. A literature review highlights the critical role of the RST in effective implementation of the least restrictive environment educational policy for these students. Thirty-eight individuals who completed the RST training were surveyed regarding their duties, student caseloads, and their attitudes concerning least restrictive environment policy. Analysis of survey results indicated that most RSTs spend the majority of their time in direct instruction with little time available for other functions, that caseload size often exceeded the maximum allowed by state law, and that RSTs have little control over school district least restrictive environment policies. It is concluded that the current approach is not working because RSTs are not spending their time in consultation and coordination functions. Recommendations include redefining the RST role to focus on consultation more than instruction, increased inservice of regular teachers regarding handicapped students, and use of RSTs as the IEP (Individualized Education Program) team coordinator at all schools. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC