Results of teacher ratings of 383 6-11 year olds in therapeutic classes (Israeli resource rooms) revealed a combination of behavioral and academic problems as reasons for referral; an overall inprovement in academic, social, and behavioral functioning; and differences in levels of teachers' cooperation related to levels of pupil performance. (CL)

Throughout the 1978-1979 school year, four teachers in District 20 in New York City were utilized for the purpose of developing math skills in selected students in four elementary schools. The target students were removed from class for the additional instruction that their needs required. Each teacher met with five groups of students per school…

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)

The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Both experimental and control groups gained significantly in achievement over the year-long study. (Author)

The effect of two special education resource models (teacher consultant model and resource room model) on student achievement and on teacher and student behavior was contrasted, using 480 learning disabled and educable mentally handicapped children (mean age of eight years and four months). (BD)

The effects of a pull-out enrichment program (Purdue Three-Stage Model) on 10 families of participating students were explored in this retrospective study. Subjects were high school seniors (and their families) who had participated in the program during elementary school. In most cases, the program had a positive influence on both family…

This study compared regular education teacher evaluations of the social competence of elementary children with learning disabilities (n=68) receiving services in either traditional "pull out" models or in "integrated" programs. It found that service delivery model alone without any specific planned social-behavioral interventions did not have a…

Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…

An investigation that used a curriculum-based measure to examine the effects of an inclusive school program found 71 elementary students with learning disabilities (LD) in the program made significantly more progress in reading and comparable progress in math when compared to 73 students who were provided services in resource classes. (Author/CR)

This article discusses preliminary research results that indicate placement of children (n=216) with emotional/behavioral difficulties into a Nurture Group has a positive effect on a significant proportion of pupils. There is also evidence that the parents of children in Nurture Groups benefit from the positive progress made by their children.…

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school…

The study compared two special education models, resource and self-contained, to investigate the effects of delivery systems on academic achievement of 170 educable mentally handicapped (EMH) students (8 to 12 years old) and to determine which of the two models is more cost effective. There was a significant effect of educational setting on the…

This retrospective study evaluated an elementary pull-out program based on the Purdue Three-Stage Model. Perceptions of students and families when the students were seniors in high school indicated the program was seen as having a long-term positive impact on the cognitive, affective, and social development of most participating students.…

Ideal mainstreaming conditions were compared to ideal resource conditons for science and art instruction of 21 deaf students (10-13 years old). Results of nonverbal interviews, teacher observation and opinion surveys of nonhandicapped children indicated that gains in science knowledge were not significantly different for the resource and…

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…