Room management in mainstream education

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Abstract
The move towards integration of children with moderate learning difficulties brings with it problems in terms of devoting adequate time both to the pupils with special needs and to higher‐achieving children. With these problems in mind, developments such as parental involvement and the deployment of peripatetic staff within the classroom make the system of classroom organization known as Room Management (RM) a possible means for maximizing the potential of resources and personnel. The present study examined children's engagement in a primary school class when no additional help was present, when parents were involved normally, and when parents and staff were following RM procedures. Comparisons indicate useful gains in engagement when employing RM.