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Implementing Curriculum-Based Measurement in Special and Regular Education Settings.
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Marston, Douglas; Magnusson, Deanne – Exceptional Children, 1985
Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…
Descriptors: Curriculum, Elementary Secondary Education, Evaluation Methods, Mild Disabilities
Impact of a Full-Time Integrated Program on the Achievement of Nonhandicapped and Mildly Handicapped Children.
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Bear, George G.; Proctor, Willis A. – Exceptionality: A Research Journal, 1990
This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…
Descriptors: Academic Achievement, Comparative Analysis, Educational Methods, Mainstreaming
A Comparison of Inclusion Only, Pull-out Only, and Combined Service Models for Students with Mild Disabilities.
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Marston, Douglas – Journal of Special Education, 1996
Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…
Descriptors: Delivery Systems, Elementary Education, Inclusive Schools, Instructional Effectiveness
What Is the Effect of Pull Out Remediation on the Grade Point Average of Special Education Students?
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Bergren, Bruce – 1995
The effect of pull out remediation on grade point average (GPA) was studied with high school students receiving special education services. For 30 students receiving pull out remediation and 30 students not receiving the pull out component, data were collected on semester GPA, student gender, year in school, and type of class (alternate or regular…
Descriptors: Grade Point Average, High School Students, High Schools, Mild Disabilities
A Critical Analysis of Resource Programs.
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Wiederholt, J. Lee; Chamberlain, Steven P. – Remedial and Special Education (RASE), 1989
The article offers a critical inspection of the effectiveness of resource room programs in serving students with disabilities. Types of resource models (categorical, cross-categorical, noncategorical, specific skill, and itinerant) are described. Also noted are ethical considerations (segregation versus integration) and suggested improvements in…
Descriptors: Delivery Systems, Educational Improvement, Elementary Secondary Education, Ethics
Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.
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Cardona, Cristina – 1997
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…
Descriptors: Academic Achievement, Academic Aptitude, Attitude Change, Consultation Programs