What's “Special” about the Special Education Resource Room for Learning Disabled Students?
- 1 August 1983
- journal article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 6 (3) , 283-288
- https://doi.org/10.2307/1510439
Abstract
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).Keywords
This publication has 2 references indexed in Scilit:
- Instructional ecology and academic responding time for students at three levels of teacher-perceived behavioral competenceJournal of Experimental Child Psychology, 1983
- Reading Instruction for Students with Learning DisabilitiesTopics in Language Disorders, 1980