Special Educators' Perceptions of Their Roles as Consultants

Abstract
Special educators serving as resource room teachers were queried as to their perceptions of their abilities to work as consultants to regular classroom teachers. In five of the seven areas examined, there was a significant difference between perceived confidence and competence by the special educator in the role of a consultant to the regular classroom teacher and in the role of resource room teacher. Discussion centers on these five areas and their impact on future inservice and preservice training efforts.

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