Resource Room Teachers' use of Strategies that Promote the Success of Handicapped Students in Regular Classrooms

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Abstract
The purposes of this survey were to determine the extent to which resource room teachers use strategies that promote the success of handicapped students in regular classrooms and to identify variables that may affect the successful implementation of those strategies. Teachers were asked to indicate the extent to which they currently use 19 strategies that have been associated in the literature with promoting the success of handicapped students in regular classrooms. Common barriers to effective service delivery were also identified, and teachers were asked to indicate the extent to which each posed a problem in their school. Teachers reported only moderate use of the strategies included in this survey, but attached a higher degree of importance to their use. The findings from this survey suggest that resource room teachers need more training in the use of strategies that promote the success of handicapped students in regular classrooms, and more time to implement them in the way that the results of this study suggest that they would like to.