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 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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 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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 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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 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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 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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 When additional support is
appropriate to meet the student’s
needs, the student can receive the
pull-out Resource Room program. 
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 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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 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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 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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 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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 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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 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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 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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 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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 The IEP guides the
resource teacher in
planning lessons and
providing appropriate
instruction for the child.
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 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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 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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 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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 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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 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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 Although, at times, one-
to-one instruction is
possible, often, small
groups are formed
including students with
similar needs.
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 Consultation is offered to
general education
teachers on ways to adapt
instruction and materials
to student's needs.
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 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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 Methods and materials are
adapted to students'
learning styles and
characteristics using
multisensory and other
specialized approaches.
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 Students are taught in
small groups, in separate
rooms to reduce
distractions, with more
individual attention. 
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 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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 Pacing of instruction is
flexible to accommodate
students' needs.
 Social skill development is

integrated with
instruction.
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 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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 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 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 Room teachers provide
collaboration in two different ways:

 Indirect collaboration

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