In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010--2011 school year had access to regular education settings and the extent to which that access correlated with expressive communication, use of an augmentative or…

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)

The Revolving Door Identification Model (RDIM), a resource room program which assumes that giftedness is both topical and temporal in nature, offers a systematic approach to identification of and programing for gifted students. (Author/SB)

Three data-based strategies for promoting the transfer of skills from special education resource rooms to regular classrooms are presented within the conceptual framework of transenvironmental programming. An argument is made for increased student involvement in the decision making surrounding the adoption of each strategy. Student-centered…

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…

A time sampling method was compared with estimates of 30 resource room teachers on their time use. Teachers were found to spend less time than they estimated for direct instruction, staffing participation, and individualized educational program involvement. (Author)

Results of a national survey indicated that the resource room was the most frequently used alternative to the regular education classroom for special education students, and the one most often used to serve the mildly-to-moderately handicapped. The amount of time that students spent in programs varied, but most states recommended time parameters.…

Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…

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…

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 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…

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…

A study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which the aides were used. Results indicated that resource teachers favored expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for…