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Peer reviewedMerrell, Kenneth W.; Merz, Judi M. – B.C. Journal of Special Education, 1992
This study compared regular education teacher evaluations of the social competence of elementary children with learning disabilities (n=68) receiving services in either traditional "pull out" models or in "integrated" programs. It found that service delivery model alone without any specific planned social-behavioral interventions did not have a…
Descriptors: Delivery Systems, Elementary Education, Instructional Effectiveness, Interpersonal Competence
Peer reviewedMarston, Douglas – Journal of Special Education, 1996
Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…
Descriptors: Delivery Systems, Elementary Education, Inclusive Schools, Instructional Effectiveness
Download full textWalthall, Joe; Smith, Terry – 1990
This study investigated the relationship between measured intelligence and discrepancies existing between actual achievement levels and projected achievement levels in mildly handicapped resource room students in Arkansas. Twenty-seven students had been identified as learning disabled and 19 as mildly mentally retarded. Subjects each received…
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, Handicap Identification
