The focus of this study was on increasing the knowledge base on students with disabilities at the secondary level. Data were gathered on 559 classified secondary students with disabilities served in four educational options: cotaught classes, resource rooms, alternate day support programs, and no direct supports. Results indicate that there are…

Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a…

This paper describes an approach to transitioning 106 junior high special education students into mainstream settings by drawing regular education teachers into special education settings for regular instruction sessions prior to full mainstreaming. Following a 3-5 week period of instructional visits by regular teachers to special education…

After being paired with regular educators (N=25), special education resource teachers (N=25) attempted to predict regular education responses to an opinionnaire regarding mainstreaming. Special educators underestimated regular education willingness to teach the handicapped, but correctly predicted attitudes involving resources, feelings of…

This study compared perceived peer and teacher acceptance as well as self-esteem of 16 elementary students with learning disabilities (LD) who receive services in traditional resource rooms, 16 LD students taught in regular classrooms through collaborative consultation and cooperative teaching, and 16 regular education students. Results showed…

This paper discusses the findings of a study that examined the perceptions of 270 elementary school principals about a new Alabama certification model which abolishes categorical certification areas in special education and creates a generic "Collaborative Teacher" certification. Results indicate the most frequent special education…

This paper compared the performance of 22 seventh-grade controls in a traditional special education program with at least one period of resource room instruction to the performance of 22 students in a supportive inclusionary model program. In each group, there were 17 students with learning disabilities and 5 students with behavior disorders.…

This study examined 23 classroom teachers' perceptions of collaborative training meetings they engaged in with remedial reading or resource room teachers. Teachers engaged in "pull-in" teaching (in which specialists taught in general classrooms) reported more frequent collaborative meetings and greater learning of specific techniques…