This case study of one resource program describes structures and techniques used in the regular classroom, playground, lunchroom, and resource room to help in mainstreaming handicapped students. In four years this program saw a 42 percent reduction in students classified as handicapped, although school enrollment grew by almost 38 percent.…

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…

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)

A synthesis of eight studies, involving 442 students, that examined the perceptions of students with learning disabilities concerning their educational settings resulted in five overall findings, including (1) most students preferred to receive specialized instruction outside of the general education classroom for part of the school day and (2)…

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…

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)

This report discusses the findings of a review of 35 articles on the perceptions of students with disabilities regarding student placement. Results of the review indicate students with special education needs vastly prefer general education classroom placement to any form of separateness. Students generally report reluctance about leaving the…

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)

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 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-,…

To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

Self-concept scores from 62 blind and low-vision adolescents were compared across the predominant class placements for the visually impaired (residential, resource room, itinerant). (Author/CL)

Ninety fictional children's books that portrayed at least one character with a learning disability were analyzed. Most characters with learning disabilities were dynamic and were the main character. Most commonly, the learning disability was in reading and written language and services were received in a resource room. (Contains references.) (CR)

Evaluated with 104 experimental and 104 control Ss (at the elementary grade level) was whether the academic and behavioral gains made after 1 or 2 years of part-time placement in a behaviorally oriented resource room would be maintained following full-time attendance in a regular class for 2 or 3 years. (Author/DB)