Comparison of a Full-Time Mainstreaming Program and a Resource Room Approach

Wang, Margaret C.; Birch, Jack W.

doi:10.1177/001440298405100105

Cited by 77 publications

(38 citation statements)

References 7 publications

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“…Contrary to common assumptions, students with disabilities do not usually learn more in self-contained special education classrooms; equal or superior results are obtained when appropriate supports are provided in general education classrooms (Affleck, Madge, Adams, & Lowenbraun, 1988;Banerji & Dailey, 1995;Bunch & Valeo, 1997;Cole & Meyer, 1991;Freeman & Alkin, 2000;Fryxell & Kennedy, 1995;Hunt & Goetz, 1997;Ingraham & Daugherty, 1995;Logan & Keefe, 1997;Lipsky & Gartner, 1995;Madden, Slavin, Karweit, Dolan, & Wasik, 1993;McGregor & Vogelsberg, 1998;Schulte, Osborne, & McKinney, 1990;Waldron & McLeskey, 1998;Wang & Birch, 1984;Willrodt & Claybrook, 1995). Of course, educators are also concerned about the progress of students without disabilities; here the outcomes research is equally reassuring, with equal or superior academic, social, and behavioral outcomes for students without disabilities in inclusive general education classrooms compared to noninclusive classrooms (Holloway, Salisbury, Rainforth, & Palombar, 1995;Peck, Donaldson, & Pezzoli, 1990;Salend & Duhaney, 1999;Sasso & Rude, 1988;Sharpe, York, & Knight, 1994).…”

Section: Discussionmentioning

confidence: 92%

Getting Started With Collaborative Teamwork for Inclusion

Lawrence-Brown¹,

Muschaweck²

2004

JOCE

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Section: Discussionmentioning

confidence: 92%

Getting Started With Collaborative Teamwork for Inclusion

Lawrence-Brown¹,

Muschaweck²

2004

JOCE

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“…Bear et al (2002) concluded that students with learning disabilities attending an inclusive classroom did not seem harmed even though they were comparing themselves to their peers in the regular classroom. Inclusion helps reduce stigma (Bauwens & Hourcade, 1991;Madden & Slavin, 1983) and develops positive self-perceptions as students participate as members of a classroom (Wang & Birch, 1984). Another finding asserted that the inclusive classroom would not likely develop positive self-perceptions unless students with disabilities were taught not to compare themselves to their peers (Bear, Clever & Proctor, 1991).…”

Section: Self-concept and Placementmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities.

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“…A prime example was the Adaptive Learning Environments Model (ALEM) (Wang, Gennari, & Waxman, 1985). The empirical evidence viewing ALEM favourably (Wang & Birch, 1984a, 1984bWang, Peverly, & Randolph, 1984) was analysed critically, and found to be de cient and inconsistent with respect to design, analysis, and interpretation D. Fuchs & L.S.…”

Section: The Regular Education Initiativementioning

confidence: 99%

Mainstreaming to Full Inclusion: From orthogenesis to pathogenesis of an idea

Kavale¹

2002

International Journal of Disability, Development and Education

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This article traces the trend in the United States towards greater integration of students with disabilities into general education from its origins in mainstreaming to the present call for full inclusion. Research evidence is reviewed to demonstrate that the necessary attitudes, accommodations, and adaptations are not yet in place in general education to provide students with disabilities an appropriate education. Discussion then focuses on the ideological nature of the debate about full inclusion which ignores research evidence and makes a more rational and incremental approach to integration dif cult to achieve.In 1975, the landmark Education for All Handicapped Children Act-now Individuals with Disabilities Education Act (IDEA) and amended in 1997-revolutionised the practice of special education in the United States (Public Law 94-142 and Public Law 105-17). The primary goal was to ensure educational equity and eliminate the mis-education and chronic exclusion experienced by children with disabilities. The success of the law is unquestionable in terms of extending public education to millions of children who previously received an inappropriate education, but there have also been some unintended negative consequences in the form of the creation of incentives to identify an ever-increasing percentage of students as disabled and an accompanying redirection of nancial resources from general to special education. About 12% of children in the US receive special education at an estimated annual cost of $35 to $60 billion. Although the numbers are extraordinary, there has been extraordinary little accountability and few answers to questions about what US society is receiving in return for the investment in special education.In terms of policy, the key IDEA mandates were FAPE (free appropriate public education) and LRE (least restrictive environment). The FAPE requirement addressed the elements of an education program while the LRE requirement

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Comparison of a Full-Time Mainstreaming Program and a Resource Room Approach

Cited by 77 publications

References 7 publications

Getting Started With Collaborative Teamwork for Inclusion

Getting Started With Collaborative Teamwork for Inclusion

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Mainstreaming to Full Inclusion: From orthogenesis to pathogenesis of an idea

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