This is hardly the least restrictive environment. No student needs nor wants to be accompanied by an entourage which draws attention to their differences. This entourage of equipment and personnel interferes with the normal flow of classroom activities which can result in negative social feedback from classmates. Resource room teachers of the visually impaired have the advantage of using one permanent site to provide services to their students. This allows the teacher to have multiple devices set up in dedicated locations.
Students can choose from.
The teacher and student may explore new technologies as time permits on the resource room campus. The teacher for the visually impaired in the resource room situation is accessible on a consultative basis to the general education teacher and the mainstreamed student with a visual impairment consistently through the school day. This model also allows for functional use of the compensatory skill. In other words the student makes immediate educational use of the technology which makes the device valuable in the student's mind. The resource room service delivery model sounds ideal for The student with a visual impairment, however, it is hardly the least restrictive environment in all cases.