The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

Interviews with 21 parents of children receiving special education resource room services in reading revealed that most parents had strong positive attitudes toward the services, derived primarily from subjective perceptions (such as teachers' caring) rather than academic performance data. Most parents were reluctant to have their children…

This study examined reading instruction and grouping practices for students with learning disabilities through interviews with 14 special education teachers and observations of their resource room instruction. Teachers primarily provided whole group reading instruction and little differentiated instruction or materials despite the wide range of…