This mixed method study explored the perspectives of general and special education teachers in Saudi Arabia regarding special education services provided to students with learning disabilities. It identified what general and special education teachers prefer as the best suitable placement for educating students with learning disabilities, explored…

General and special education teachers in a northern California school district (NCSD) have concerns about the academic performance of students with learning disabilities (SwLD) as they frequently have deficits in English language arts and math on state-mandated assessments. Teachers at NCSD were concerned about the pull-out model where SwLD are…

The study aims to identify the effectiveness of using visual organizations in improving the reading and writing skills of students with learning disabilities from the point of view of the teachers of learning resource rooms, according to the variables of gender, scientific qualification and educational experience through the use of analytical…

Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a…

A survey of 79 resource teachers identified priority problems and concerns in the following order: policy and procedures, attitude, time, materials, and instructional skills. These professionals overwhelmingly pointed to the school district as the most likely agency to help them solve the noted problems. (Author/SB)

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…

The extent of similarities and differences among educable mentally retarded (EMR), learning disabled (LD), and emotionally disturbed (ED) children was investigated with 75 resource room teachers. Teachers were asked to provide information regarding the children in their classes and some of their program activities; equal numbers of each type of…

A survey of classroom teachers revealed that most support remedial and learning-disabled resource room reading programs, although many teachers would prefer smaller classes to the many federal programs which they feel do not always address their needs. (CB)

This study compared regular education teacher evaluations of the social competence of elementary children with learning disabilities (n=68) receiving services in either traditional "pull out" models or in "integrated" programs. It found that service delivery model alone without any specific planned social-behavioral interventions did not have a…

Two elementary teachers rated 91 learning-disabled students (56 mainstreamed and 35 in self-contained classes) using the Weller-Strawser Scales of Adaptive Behavior. Results indicated that personality variables and problem behavior were related to teachers' perceptions of the ability of learning-disabled students to adapt to the classroom.…

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…

A questionnaire sent to 274 Michigan special education teachers in resource rooms and self-contained classrooms were dsigned to identify the treatment methods and materials used by these teachers to teach penmanship and spelling to learning-disabled students. A review of the literature examines the theoretical background of written expression,…

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…

Interviews with 15 ninth and tenth grade students with learning disabilities (LD), their parents, and their resource teachers determined that the Self-Advocacy Plan is an effective program clarifying students' perceptions of their roles as learners with LD, increasing their understanding of LD as a condition, and developing awareness of…

A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…