Resourced provision is an important model for inclusive education, possibly providing the 'best of both worlds' for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced…

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 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…

The aim of this study was to identify the obstacles facing learning disabilities resource room (LDRR). The sample of the study consisted of 42 teachers working in learning disabilities resource room (LDRR) at Najran in the Kingdom of Saudi Arabia (KSA). A questionnaire was developed and distributed to the sample of the study. The results indicated…

The purpose of this study was to examine 197 Jordanian primary school teachers' creative personality, their beliefs about creativity, and creativity fostering practices. The researcher developed a questionnaire which consisted of three self-reported scales: teachers' creative personality, teachers' beliefs about creativity and teachers' creativity…

Various studies conducted into mainstreaming implementations in preschool and primary school but implementations in light of data are rare in the secondary schools. To provide valuable insights to this gap in the literature, the present study was conducted to identify the requirements in resource room implementations in a secondary school and…

This article explores the different forms of professional guidance negotiated by mothers as they search for a primary school placement for their child diagnosed with autism. The intensely contested terrain of whether segregated or "regular" classrooms would be "better" for the child shapes the contours of both professional…

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…

This article presents a description of current practices in educating students with mild intellectual disabilities in regular schools in Jordan. The data were obtained using several methods, including interviews with special education staff at the Ministry of Education, summaries of documents and published research related to resource rooms and…

The resource room program at the Carterton Comprehensive School in England is discussed. The school teaches 750 11- to 16-year-old students with provision for up to 30 special education students. (PHR)

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…

The authors discuss four strategies used by different countries to effect mainstreaming. Examined are the Resource Room Model from the United States, the Educational Pairing Model from Denmark, the Consultant Teacher Model from Norway, and the Combined Services Model from Poland. It is held that the ultimate plan for integration of the Handicapped…

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

As an echo of the worldwide movement of inclusive education and because of the conviction of inclusive ideas, special education in Taiwan is moving toward a goal of inclusion, though not necessarily full inclusion. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and…

This paper reports on a survey of parents of 29 British children who transferred to mainstream schools from special schools for pupils with moderate learning difficulties. Findings revealed greater satisfaction among parents and children where the children were transferred to a school using a mainly resource-based teaching model compared to…