Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

Adapting Visual Response System Teaching Technology to the Conventional Classroom

1983 ◽  
Vol 6 (2) ◽  
pp. 15-26 ◽  
Author(s):  
David W. Test ◽  
Nancy L. Cooke ◽  
William L. Heward ◽  
Timothy E. Heron
Keyword(s):  
Student Response ◽  
Visual Response ◽  
Immediate Feedback ◽  
Resource Room ◽  
Response System ◽  
Wide Range ◽  
Active Student Response ◽  
The Many ◽  
Conventional Classroom ◽  
Space Requirements

The Visual Response System (VRS) is a specially constructed resource room in which high rates of active student response and virtually immediate feedback for those responses can be achieved. Eight to ten student desks are arranged in a horseshoe configuration with the teacher's desk at the open end. Each student responds to every Instructional item (by writing, placing an object, pointing, etc.) directly on the stage of an overhead projector built into the desk. Research has shown the VRS to be an effective instructional technology for teaching a wide range of skills to various student populations. The three most powerful instructional features of the VRS are active student response, immediate feedback, and student-student interaction. Since the implementation of a full-scale VRS classroom with its hardware and space requirements may be too costly for many schools, and since an operating VRS classroom would still be able to serve only a portion of the many students needing more effective instruction each day, this article describes a number of inexpensive, practical techniques for adapting the instructional features of the VRS to the conventional classroom.

Three-Year Analysis of Characteristics of Learning Disabled Students in Self-Contained Classrooms and Resource Rooms

1989 ◽  
Vol 69 (2) ◽  
pp. 635-641 ◽  
Author(s):  
Stanley E. Wigle ◽  
Warren J. White
Keyword(s):  
School District ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Disabled Students ◽  
Resource Room ◽  
Resource Rooms ◽  
Over Time

The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.

Teaching Secondary Learning Disabled Students to the Mainstream

1978 ◽  
Vol 1 (4) ◽  
pp. 62-72 ◽  
Author(s):  
Theresa E. Laurie ◽  
Lorie Buchwach ◽  
Rita Silverman ◽  
Naomi Zigmond
Keyword(s):  
Learning Disabilities ◽  
Major Part ◽  
Classroom Teacher ◽  
Learning Disabled ◽  
Regular Classroom ◽  
Educational Programming ◽  
Disabled Students ◽  
Regular Educators ◽  
Regular Class ◽  
Cooperative Planning

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

Differences in Learning Disabled and Average Students' Classroom Behaviors

1986 ◽  
Vol 9 (1) ◽  
pp. 61-67 ◽  
Author(s):  
John R. Slate ◽  
Richard A. Saudargas
Keyword(s):  
Multiple Regression ◽  
Learning Disabled ◽  
Teacher Behaviors ◽  
Fifth Grade ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
Child Behaviors ◽  
Disabled Students ◽  
Assessment Of Learning ◽  
Discriminant Analyses

The regular classroom behaviors of learning disabled and average fourth-and fifth-grade males were observed for an average of 80 minutes per student. Multiple-regression and discriminant-analysis procedures were used to ascertain which behaviors best discriminated among the two subject groups. A multiple regression revealed 11 behaviors, accounting for 71% of the variance. Separate discriminant analyses were run on child behaviors, teacher behaviors, and child and teacher behaviors combined. Only the teacher behaviors and the combination of child and teacher behaviors produced significant results. No child behaviors were found to discriminate between the two groups. Implications are drawn for assessment of learning disabled students.

Peer-Mediated Instruction: A Promising Approach to Meeting the Diverse Needs of LD Adolescents

1988 ◽  
Vol 11 (2) ◽  
pp. 108-113 ◽  
Author(s):  
Larry Maheady ◽  
Gregory F. Harper ◽  
M. Katherine Sacca
Keyword(s):  
Teacher Preparation ◽  
Peer Tutoring ◽  
Social Performance ◽  
Learning Disabled ◽  
Peer Teaching ◽  
Instructional Approaches ◽  
Disabled Students ◽  
Resource Room ◽  
Classwide Peer Tutoring ◽  
Teaching Programs

This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.

Resource Room Support Services for Regular Teachers

1980 ◽  
Vol 3 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Deborah L. Speece ◽  
Colleen J. Mandell
Keyword(s):  
Elementary Teachers ◽  
Support Services ◽  
Administrative Support ◽  
Learning Disabled ◽  
College Level ◽  
Disabled Students ◽  
Resource Room ◽  
Regular Educators ◽  
Consultation Skills ◽  
Regular Teachers

In order to assess the delivery of support services from resource room teachers to regular elementary teachers involved in mainstreaming learning disabled students, a list of 26 services was developed from the literature. The Index of Support Services was distributed to 228 regular educators who were asked to rate the importance and frequency of occurrence of each service. The results indicated that regular teachers rated nine support services as critical for effective mainstreaming. However, only two services, remedial instruction in the resource room and informal student progress meetings, were provided with any degree of regularity. Training in consultation skills at the college level and public school administrative support are discussed as means of alleviating the discrepancy between needed and delivered resource room support services.

What's “Special” about the Special Education Resource Room for Learning Disabled Students?

1983 ◽  
Vol 6 (3) ◽  
pp. 283-288 ◽  
Author(s):  
Martha L. Thurlow ◽  
James E. Ysseldyke ◽  
Janet L. Graden ◽  
Bob Algozzine
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Learning Disabled ◽  
Disabled Students ◽  
Resource Room ◽  
Academic Tasks ◽  
Regular Classrooms ◽  
Resource Rooms ◽  
Education Resource ◽  
Short Time

This article reports on a study of the instructional ecology of resource rooms and regular classrooms for LD students. Eight students were observed on 53 events in 10-second intervals for two complete days of classroom instruction. Comparisons were made of how these students spent their time in resource and regular rooms. In general, opportunities for differentiated instruction were available to the LD students in the resource rooms (e.g., instruction in reading was more individualized). However, no practical differences were noted in the amount of time students were actively engaged in instruction in the two settings. Overall, in both settings, LD students were actively engaged in responding to academic tasks for a very short time (29 minutes per day in resource rooms, 19 minutes per day in regular classrooms).

Self-Recording of Attention by Learning Disabled Students in the Regular Classroom

1984 ◽  
Vol 17 (6) ◽  
pp. 360-364 ◽  
Author(s):  
Karen J. Rooney ◽  
Daniel P. Hallahan ◽  
John Wills Lloyd
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Disabled Students
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