Nonhandicapped (N=126) and learning disabled (LD N=20) elementary grade students were interviewed regarding their knowledge and perception of the special education resource room. Both groups had similar perceptions; most non-LD students ranked the resource room as a desirable place; primary LD students perceived it less positively than…

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)…

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…

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 Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nondisabled, 18 learning-disabled-resource room, 25 learning-disabled-resource room, and 33 learning-disabled special class students. Results varied according to which teacher and students, which setting, and which aspect of self…

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)

Finds that students with learning disabilities who received reading instruction in special-education resource rooms expressed reading attitudes that equaled or exceeded those expressed by low and average non-disabled students in another nationwide study, and that their attitudes remained more stable across grades 1 through 5 than those expressed…

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)

Structured interviews with 150 elementary students with learning disabilities found that they accurately perceived that special education is intended to provide extra help for children with academic problems. Students reported they liked special education classes, though some missed instruction or recreational activities in their mainstream class…

Elementary students (n=150) with learning disabilities were interviewed regarding their preferences for special education service delivery. Students (who were all currently receiving pull-out services) preferred receiving extra help in the special education class from the special education teacher. Students' preferences were not related to age,…

The Learning Disabled/Emotionally Handicapped (LD/EH) Program in the Phoenix Union High School District served 2,413 students during 1980-81 with either a resource or self contained program. The ethnic distribution of LD students was consistent with the overall District ratio. In the EH program, however, there were more Anglo and Native Americans…

This paper describes a program in which community members (retired citizens, parents, and others) provided tutorial services over a 12-week period to five learning disabled primary grade students in a resource room program. Comparison of pretest and posttest results showed a greater than 20 percent increase in reading scores. Weekly spelling test…

Students in grades four to six (N=77) judged the capabilities of peers traditionally labeled as "learning disabled" or "educable mentally retarded" but depicted in written vignettes only as attending either a resource room or special classroom. Students in special classes were judged significantly less capable than students in resource room…

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…