The English Language Learner student population is on the rise in the United States. There are more students than ever entering school with a language other than English as their primary language. There is an inconsistency in the delivery service (pull-out or push-in) as well as a variety of pedagogical practices used to instruct students in…

Despite nationwide advances in special education service delivery practices, disparities exist between the educational outcomes of students with disabilities versus students without disabilities. There is often disparity in teachers' roles and instructional practices in coteaching classrooms, as well as in their pullout resource classroom…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

The Learning Resource Support Program provides academic support services to learning disabled adolescents. (SB)

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

A local program survey of 95 directors of gifted education examined elements of programing related to the modification of the learning environment, including instructional time, teacher-pupil ratio, additional personnel requirements, and estimates of the excess program costs. Three common models were considered: the special class, teacher…

The author suggests many of the dissatisfactions voiced by speech therapists working with the mentally handicapped arise from a traditional view of the therapist's role. A special education resource model is proposed which consists of three role components--consultant and skills transmitter, coordinator of language programs, and participant in the…

Third through sixth graders (n=4,514) scoring at or above the 95th percentile on standardized achievement tests reported on their educational experiences. Although 40% of students were in pull-out programs, 37% were not receiving any special programming. Gender, grade level, and type of school (public vs. private/parochial) explained little of the…

A national sample of 53 elementary teachers and 34 secondary school teachers who provide Level III resource room service to learning disabled students was asked to complete a survey on program planning and implementation practices. Statistical analyses of responses revealed no differences of practical value between the practices of elementary and…

A successful Newfoundland service model for mildly disabled students which features a team approach incorporated in a resource room program is described in terms of referral, assessment, placement, programing, and evaluation procedures. (CL)

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…

A survey of 62 Idaho teachers of gifted students focused on the teachers' daily practices in organizing the curriculum experiences of their students. Teachers reported they used a variety of curriculum/teaching models and program options. More teachers used Creative Problem Solving than any other single program. Service delivery was most often a…

Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving, and 42 average/high-achieving students in grades 2-4 and 6-7. Most students preferred pullout service to in-class service. Only among LD students were self- and peer-rated social…

The paper integrates results from three studies that examined learning disabled (LD) and regular education students' academic responding time in different instructional arrangements: (1) high, middle, and low reading group placement, (2) regular and resource room placement, and (3) special education service level placement. Sixty-nine second-,…