This study aimed at identifying the effects of instructional activities based on Multiple Intelligences Theory (MIT) on the academic achievement of the Omani students with dyscalculia (OSD). The sample consisted of 14 male and female students in third and fourth grades enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The…

Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st; Century the government has produced legislation requiring schools to be…

The study compared pretest and posttest achievement test data for 67 elementary grade children with learning disabilities in 4 conditions: 1 or 2 daily periods of resource room instruction, or consultative services presented indirectly or with direct in-class instruction. Students receiving a combination of consultation and direct services showed…

Data relating to an intermediate-grade student with learning disabilities were collected when the student was being served in a resource room and during full-time mainstreaming. Data included achievement measures, classroom observation data, and school adjustment data. Data do not show significant improvements in reading achievement when in the…

This study of 343 elementary school students with learning disabilities examined whether different approaches to teachers' use of progress monitoring data related to differences in achievement. Achievement differences were not found to relate to varying data utilization approaches. The two factors consistently related to student reading progress…

The study sought to determine if significant predictive relationships could be found between diagnostic psychological test data and the changes in academic achievement of learning handicapped children participating in a resource specialist program for one period per day. The 102 students, with a mean age of 9 years, were administered the Wide…

Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for…

This study of the instructional ecology of 52 high school resource room programs for mildly handicapped students found that teachers instructed in a wide variety of content areas and had high student engagement rates. Instructional practices generally associated with high achievement were not typically employed. Implications for teacher training…

Evaluation of a schoolwide enrichment and resource room enrichment program on problem solving/problem finding for gifted children in grades 3-5 found that the gifted students involved made significantly greater gains than did average ability students receiving the special treatment and significantly greater gains than did gifted students receiving…

In order to evaluate the most effective delivery format for providing gifted/talented education, 247 elementary students in gifted programs in Evansville, Indiana, were divided into experimental students, who received instruction in self-contained classrooms of fellow gifted students, and control students, who received instruction in a pull-out…

This action research study examined the effectiveness of Touch Math, a math series that emphasizes use of manipulatives, to improve mathematics achievement with four third or fourth grade students with special needs (either mild mental retardation, learning disability, or health impairment). The students received mathematics instruction for 45…

This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better…

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 compared the inclusive PIER program (French acronym for program intervention with at risk students), which was implemented in 13 third grade classes in Quebec (Canada) and compared with 13 third grade classes using a traditional resource room pull-out program over the course of a full school year. A total of 165 at-risk and 441 non…