This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three…

The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and…

This mixed method study explored the perspectives of general and special education teachers in Saudi Arabia regarding special education services provided to students with learning disabilities. It identified what general and special education teachers prefer as the best suitable placement for educating students with learning disabilities, explored…

Federal law under the Individuals with Disabilities in Education Improvement Act stipulates that services provided to students with diagnosed disabilities must be (a) individualised based on the assessed needs of each student and (b) include the fewest restrictions necessary to achieve students' personalised goals. However, determining the level…

General and special education teachers in a northern California school district (NCSD) have concerns about the academic performance of students with learning disabilities (SwLD) as they frequently have deficits in English language arts and math on state-mandated assessments. Teachers at NCSD were concerned about the pull-out model where SwLD are…

Equal and qualified education opportunities offered to children with special needs are important in terms of their development in the pre-school education process. This study aimed to examine inclusive education and resource room services in the pre-school. The study adopted a phenomenological research methodology. The participants were selected…

The Individuals with Disability Act of 2004 states students must be serviced in their least restrictive environment. However, educators see more and more students being provided their instruction in resource rooms, with little evidence that the students are making more progress in a more restrictive environment. This study examined the…

The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…

The purpose of this non-experimental casual comparative study was to examine the relationship between the educational environment (i.e., co-taught, or resource room), and academic growth with oral reading fluency (ORF) measures for second and third grade students with disabilities. The study also explored possible unique predictors of increased…

The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers' (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the…

This qualitative study explored the thoughts and perceptions of 16 teachers and their experiences working with special education students. The programming options most often offered by school districts are general education inclusion or a separate resource setting, yet there is a limited amount of research showing actual academic progress to guide…

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…