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).

Comparison of Comprehension Scores of Learning Disabled High School Students for Content Presented Aurally at Variable Rates of Speech

1981 ◽  
Vol 53 (2) ◽  
pp. 499-505 ◽  
Author(s):  
Bruno J. D'Alonzo ◽  
Stanley H. Zucker
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Learning Disabled ◽  
School Students ◽  
Disabled Students ◽  
Resource Room ◽  
Significant Difference ◽  
Rate Of Speech ◽  
Education Resource

60 learning disabled students, 43 males and 17 females, enrolled in a high school special education resource-room program listened to content presented at variable rates. The 60 subjects were randomly assigned to six experimental groups of 10 students each. Three groups were assigned to listen to content in history each at one of three predetermined rates. The same procedure was used for the three groups assigned to listen to biological content. Measures of comprehension of the content indicated no significant difference in the amount of information each group of students retained when the historical or biological content was presented to their particular group aurally at an expanded, normal, or compressed rate of speech.

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

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.

Bridging the Gap: Student-Centered Strategies for Promoting the Transfer of Learning

1986 ◽  
Vol 52 (6) ◽  
pp. 562-572 ◽  
Author(s):  
Lynne Anderson-Inman
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Conceptual Framework ◽  
Transfer Of Learning ◽  
Student Centered ◽  
Transfer Of Skills ◽  
Educational Environments ◽  
Regular Classrooms ◽  
Resource Rooms ◽  
Education Resource

Critical to the success of any instructional intervention is the inclusion of strategies for promoting the application of learned skills in settings where they are required. For students receiving instruction in special education resource rooms, it is important that teachers recognize the need to plan for the transfer of targeted skills to other educational environments. Three data-based strategies for promoting the transfer of skills from special education resource rooms to regular classrooms are presented within the conceptual framework of transenvironmental programming. An argument is made for increased student involvement in the decision-making surrounding the adoption of each strategy and student-centered recommendations for implementation are provided.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

Characteristics of Teacher-Student Discourse in Computer-Based Dialogue Journals: A Descriptive Study

1992 ◽  
Vol 15 (3) ◽  
pp. 187-206 ◽  
Author(s):  
Robert S. Rueda
Keyword(s):  
Journal Writing ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teacher Input ◽  
Teacher Student ◽  
Pull Out ◽  
Conversational Style ◽  
Computer Based ◽  
Resource Rooms ◽  
Pull Out Programs

Twenty-seven learning disabled students in grades four through six engaged in interactive journal writing with their teachers in seven resource rooms (special education pull-out programs). Dialogue journal writing took place by means of a microcomputer program, and was carried out over a two- to three-month period. Although journal writing requires a conversational style, the literature suggests this might be affected both by learning disabled students' social and communicative abilities and by teachers' predisposition to engage in evaluative, “recitation”-style interactions in the classroom. A variety of discourse features of the journals were analyzed. In general, students engaged appropriately in written interaction with their teachers, but the journals tended to be dominated by teachers. For example, teachers wrote more, asked more questions, and introduced more new topics, including more topics that led to extended sequences or topic chains. Analysis of teacher input suggested that teachers used more complex than simple questions, and both students and teachers responded to a relatively high proportion of each others' initiations. In addition, various examples showed that teachers were able to be more conversational and less “teacher-like” in their discourse: that is, they were able to use a more personal style than otherwise common in the classroom. Analysis of the journals suggested that when such conversational style occurred, the topics were maintained to a greater extent than when the discourse was of a more traditional nature.

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.

From Early Childhood Special Education to Special Education Resource Rooms

2008 ◽  
Vol 33 (3) ◽  
pp. 177-187 ◽  
Author(s):  
Yi-Juin Liu ◽  
Alba A. Ortiz ◽  
Cheryl Y. Wilkinson ◽  
Phyllis Robertson ◽  
Millicent I. Kushner
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Resource Rooms ◽  
Education Resource

Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

1994 ◽  
Vol 61 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Susan K. Green ◽  
Mark R. Shinn
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Reading Instruction ◽  
Research Strategies ◽  
Resource Room ◽  
Subjective Perceptions ◽  
Quantitative And Qualitative Research ◽  
Positive Attitudes ◽  
Education Resource

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.

Frederick L.: A Review of the Litigation in Context

1986 ◽  
Vol 52 (4) ◽  
pp. 367-375
Author(s):  
Win L. Tillery ◽  
Joseph C. Carfioli
Keyword(s):  
Special Education ◽  
Vocational Training ◽  
Learning Disabled ◽  
Federal Court ◽  
Federal Courts ◽  
Class Action ◽  
School Entry ◽  
Equal Access ◽  
Disabled Students ◽  
Grade 5

Frederick L. was identified as a learning disabled person in need of special education. Because the school district did not operate appropriate programs for students at or above grade 5, he was deprived of a program to meet his needs. The parents initiated a class action suit in the federal courts seeking an appropriate remedy. Throughout the course of litigation, the federal court has served a key role as mediator in effecting sweeping changes in programs for learning disabled students. These changes have provided for special education of the learning disabled from school entry to age 21 and include provisions for equal access to vocational training for exceptional persons.

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