Abstract The main purpose of this article is to discuss the characteristics, models and components of the resource room program. In the past decade, resource room program become very popular under the movement of miainstreaming. Special educators have consistently cited the importance of the resource room concept which holds great promise as a means of integrating the special and regular education. Resource room program is any kind of part-time supportive special education services which is based on the regular curriculum of mainstream. The subjects of these services are those students with learning/behavior problems. The purpose of resource room program is to provide teaching/learning support for students and their teachers in order to keep the student in regular class and to promote their academic and emotional growth. Since flexibility is one of itse advantages of resource room program, there are different models in the operating process. According to the literature reviewed, resource room program can be classified into two categories: direct service models and indirect service models. In direct service models the resource teacher provides direct teaching to students with special needs; and in indirect service models the resource teacher provides some variety of consultant services. The components of implementing resource room program are: (1) administrative organization and staff preparation; (2) phical environment and equipments; (3) screening and referral procedure; (4) scheduling; (5) grouping and individualizing instruction; (6) evaluating students' progress continuously.
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