Volume 1, Issue 2 (1972)
An Evaluation of Resource Rooms for Children With Learning Disabilities
Alternatives to self-contained classrooms for children with learning disabilities are clearly necessary in view of questions about the effectiveness of segregated classrooms as well as limited funding for such classrooms. The purpose of this study was to evaluate the academic achievement functioning of children with learning disabilities placed in self-contained special classrooms and two types of resource rooms. Pupils in Resource Room Plan A (PA) spent one hour a day in the resource room (72 = 27). Those in Plan B spent one-half hour twice a week (n = 48). The self-contained classroom was taught by one teacher who taught all subjects as well as some sessions on prescriptive teaching (n = 11). Academic subject matter was not taught in the resource rooms and the frequency of prescriptive teaching was limited. The amount of time spent on specific prescriptive teaching was equalized for the three groups although there were differences in frequency with which a given activity was presented.
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