Examines the practice of mainstreaming students with disabilities into regular classrooms. Also examines the practice of full inclusion, which keeps such students in regular classrooms for as much of the school day as possible, avoiding extensive use of "pull-out" programs. (MDM)

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…

This article presents a description of current practices in educating students with mild intellectual disabilities in regular schools in Jordan. The data were obtained using several methods, including interviews with special education staff at the Ministry of Education, summaries of documents and published research related to resource rooms and…

Findings of 43 studies examining the effects of class placement on social adjustment of mentally retarded students were reviewed. Studies met the following criteria: (1) they investigated the class placement of mentally retarded students; (2) they included a dependent measure of social adjustment; and (3) they reported quantitative tests of…

Outlines the responsibilities of the resource room teacher as support person and diagnostician. Provides the Individual Education Plan (IEP) chart legally required for children receiving special education services. (KC)

Resource teachers serving mainstreamed deaf students are encouraged to make use of a student weekly progress form to aid communication with regular classroom teachers. The form covers academic progress, level of effort, specific problems, and whether a conference is desirable. (DB)

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

Computer assisted instruction (CAI) in the form of tutorial and drill programs supplements language, vocabulary reading, and math instruction in special classes and resource rooms for hearing impaired secondary students. Development by staff of software programs is an integral part of the system. (CL)

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

Problems of implementing a mainstreaming program for exceptional children include lack of staff preparation and inadequate guidelines concerning resource room operation. Four approaches to the problem are recommended: a total integrated effort of all staff, a well-developed plan for teacher education, good public relations, and early involvement…

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)

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)

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…

The study with 16 at-risk second grade readers found that specialized instruction (special education or Chapter I) did not appear more differentiated or more appropriate than the regular education services and were neither organized to contribute to success in the classroom reading curriculum nor differentiated enough to be considered…

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…