A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach suggested that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeded the resource room in attaining desirable classroom processes, student attitudes, and student achievement in basic…

Comparison of data from the two studies indicates that while in the regular classroom the learning disabled (LD) student may be getting mixed messages about what is or is not accepted, and may be unsure of what is the most appropriate learning style within the regular classroom. (Author)

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…

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…

Reviewed are the results of 17 studies of resource programs and their effects on the academic achievement and personal-social development of exceptional children. (Author/JYC)

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…

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…

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…

A meta-analysis was conducted on nine experimental studies dealing with pull-out programs for gifted students in grades one through nine. Results indicate that pull-out programs in gifted education have significant positive effects on achievement, critical thinking, and creativity, but not on student self-concept. (Author/JDD)

Evaluated with 104 experimental and 104 control Ss (at the elementary grade level) was whether the academic and behavioral gains made after 1 or 2 years of part-time placement in a behaviorally oriented resource room would be maintained following full-time attendance in a regular class for 2 or 3 years. (Author/DB)

Compares the cost-effectiveness of two delivery systems for elementary learning-disabled students--the self-contained special learning disabilities classroom, and the regular classroom with resource room or learning center. (JG)

Twenty pairs of students from seven special education resource rooms (elementary and intermediate grades) were assessed on the structure of the instruction they received. Their reading achievement was measured three times during the year. The instructional programs for 10 experimental students were to be based on their teachers' use of continuous…

Two variations of a level system as a behavior management tool for behavior-disordered and learning-disabled adolescents (N=19) in a resource setting were evaluated. Four color-coded levels were designed to decrease talkouts and out-of-seat behaviors. During system implementation, disruptive and off-task behaviors decreased, and task completion…