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Students' Perceptions of Inclusion and Resource Room Settings.
Peer reviewed Peer reviewed
Vaughn, Sharon; Klingner, Janette K. – Journal of Special Education, 1998
A synthesis of eight studies, involving 442 students, that examined the perceptions of students with learning disabilities concerning their educational settings resulted in five overall findings, including (1) most students preferred to receive specialized instruction outside of the general education classroom for part of the school day and (2)…
Descriptors: Elementary Secondary Education, Inclusive Schools, Learning Disabilities, Meta Analysis
Effects of a Short-Term Intervention Resource-Room Program on Task Orientation and Achievement.
Peer reviewed Peer reviewed
O'Connor, Peter D.; And Others – Journal of Special Education, 1979
Elementary school pupils identified as being a year or more behind in reading and/or math achievement and who were observed as spending low percentages of time on task were selected for participation in an intensive engineered resource room program. Groups of approximately 10 Ss participated in each of three eight-week intervention phases. (Author)
Descriptors: Arithmetic, Attention Span, Elementary Education, Exceptional Child Research
Students' Adaptation to Task Environments in Resource Room and Regular Class Settings.
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Howard-Rose, Dawn; Rose, Christopher – Journal of Special Education, 1994
This qualitative study compared the instructional environments of a resource room and two regular classrooms for four intermediate grade students identified as severely learning disabled. Results suggested that regular classroom teachers need to provide students with LD with more explicit conceptual explanations of cognitive requirements of tasks…
Descriptors: Classroom Environment, Classroom Observation Techniques, Intermediate Grades, Learning Disabilities
Time Allocated to Instruction of Mentally Retarded, Learning Disabled, Emotionally Disturbed, and Nonhandicapped Elementary Students.
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Ysseldyke, James E.; And Others – Journal of Special Education, 1987
The school day of a total of 122 learning disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped elementary students was observed. Findings were noted concerning time allocated to instruction in specific content areas, time spent in different school settings, and time allocated to instruction as a function of…
Descriptors: Comparative Analysis, Elementary Education, Emotional Disturbances, Instruction
Comparison of Individualized Education Programs (IEPs) of Students with Behavioral Disorders and Learning Disabilities.
Peer reviewed Peer reviewed
Smith, Stephen W. – Journal of Special Education, 1990
A statistical comparison was conducted of 120 Individualized Education Programs (IEPs) of intermediate-grade male students with behavioral disorders and learning disabilities in resource and self-contained programs. Differences were found in terms of federal mandate compliance, number of annual goals and completed short-term objectives, and…
Descriptors: Behavior Disorders, Comparative Analysis, Compliance (Legal), Elementary Secondary Education
The Effectiveness of Special Education: A Time Series Analysis of Reading Performance in Regular and Special Education Settings.
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Marston, Douglas – Journal of Special Education, 1988
The impact of regular and special education on 11 learning-disabled children in fourth through sixth grade was studied by analyzing their slope of improvement on curriculum-based measures of reading scores. A time series analysis indicated that daily reading instruction in a resource room was a more effective intervention than regular education.…
Descriptors: Achievement Gains, Elementary Education, Instructional Effectiveness, Intervention