Resource Room Teacher Roles in Promoting Interaction with Regular Educators

Abstract

This study was designed to compare the perceptions of learning disabilities resource room teachers, regular education teachers, principals, and special education coordinators regarding roles of resource room teachers in promoting interaction with regular-educators. Although 16 (73%) of the 22 role functions included on the instruments were identified as highly desirable, only 2 were cited by all groups as actually being performed with great frequency. Lack of time to perform desired roles was the most commonly cited constraint to the performance of ideal roles.