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)…

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…

A study of 17 middle school students with learning disabilities examined their perceptions of their experiences with an inclusive delivery system organized around a team of teachers and students. Results found that most students preferred this delivery system to the pull-out program in which they had been involved the previous year. (CR)

Thirty-two students with and without learning disabilities who had participated in both inclusion and pull-out service delivery models were interviewed individually. Overall, more children preferred the pull-out model, but many children were confident that inclusion was meeting their academic and social needs. (Author/DB)

In the field of education, there is considerable controversy about the appropriateness of an inclusive setting as a more beneficial environment than a resource room for students with learning disabilities. The purpose of this research is to determine whether students with learning disabilities perform better in an inclusive setting or in a…

An investigation that used a curriculum-based measure to examine the effects of an inclusive school program found 71 elementary students with learning disabilities (LD) in the program made significantly more progress in reading and comparable progress in math when compared to 73 students who were provided services in resource classes. (Author/CR)

Students with learning disabilities often have difficulty in secondary content areas. In order to succeed in content areas, teachers need to develop strategies or content enhancements that provide a supportive environment. This thesis discusses the outcomes of a study that used an urban high school resource room geography class to determine the…

This study compared perceived peer and teacher acceptance as well as self-esteem of 16 elementary students with learning disabilities (LD) who receive services in traditional resource rooms, 16 LD students taught in regular classrooms through collaborative consultation and cooperative teaching, and 16 regular education students. Results showed…

This study evaluated the short-term and long-term effects of three variants of a case-by-case process for readying students with learning disabilities to move successfully from resource rooms to regular classrooms for math instruction. Twenty-seven special educators from 21 elementary and middle schools and their 47 students with learning…

This article demonstrates procedures for implementing curriculum-based measurement and Gickling's model of curriculum-based assessment concurrently in a comprehensive assessment and intervention system by discussing three case studies. The examples include addressing reading and mathematical difficulties in a general education classroom and…

Trends in Mexico concerning integrating children with special needs into general classrooms and a new model of service delivery providing greater site-based approaches to educating students with learning disabilities are discussed. Assignments and materials may be modified, and both resource rooms and specialists are available to the general…

This report describes the results of a three-year study, the Informed Instruction Project, that investigated different approaches to mathematics instruction for students with learning disabilities and at-risk for special education services. The project focused on two strands of inquiry: (1) the effects of a computer-based diagnostic assessment…

This manual offers step-by-step guidance for implementing a secondary level co-teaching program to provide mild to moderately impaired learning disabled students with maximum inclusion time through a combination of co-teaching, resource room programs, and consultation. Individual sections focus on: (1) the definition of co-teaching and reasons for…

This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also…

This paper compared the performance of 22 seventh-grade controls in a traditional special education program with at least one period of resource room instruction to the performance of 22 students in a supportive inclusionary model program. In each group, there were 17 students with learning disabilities and 5 students with behavior disorders.…