Learning Disabilities Resource Room Teachers and Students: Competent for What?

Abstract

If English teachers teach English, then do resource room teachers teach resource? Special education resource room teachers are in a quandary as to what they should be teaching to their students. In part, this dilemma is caused by several trends in regular education: minimum competency testing in basic skills, career education competencies and the requirements of an individualized educational program delivered in the least restrictive environment for each special education student. An example of this interaction as it has occurred in Michigan is cited to illustrate the dilemma. A proposal is presented for improving the plight of special education teachers who are uncertain about what they should be teaching. The possibility of applying current theoretical and research evidence to ameliorate the dilemma is elaborated by comparing the functional stages identified in child development theories to the developmental stages described by special education theories. The title recommended as appropriate for the resource room teacher is “learning specialist.” An instructional content emphasis would include school and society-learning skills.