Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

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…

Investigated attention-to-task and its relation to instructional context among 24 mainstreamed children with learning disabilities. Observation of students in regular class and resource room revealed significant differences in rate of engagement for classroom setting, type of instruction, and level of peer involvement, indicating that degree of…