Integrated Classroom versus Resource Model: Academic Viability and Effectiveness

@article{Affleck1988IntegratedCV,
  title={Integrated Classroom versus Resource Model: Academic Viability and Effectiveness},
  author={James Q. Affleck and Sally Madge and Amina Peter Adams and Sheila Lowenbraun},
  journal={Exceptional Children},
  year={1988},
  volume={54},
  pages={339 - 348}
}
This article compares student achievement data of the Integrated Classroom Model (ICM) to achievement data in resource room programs. Cost-effectiveness of the two programs is also compared. Comparison of pre- and postscores on the reading, math, and language subtests of the Woodcock-Johnson Psycho-Educational Battery indicated no significant differences in performance among elementary-school students with learning disabilities in integrated classrooms and resource classrooms. Comparisons of… 

Tables from this paper

Academic Achievement Effects of an in-Class Service Model on Students with and without Disabilities
This article presents the results of a study designed to evaluate the impact of an in-class service model on the achievement of students at risk of school failure. The model, which included
Outcomes for Students with Learning Disabilities in Inclusive and Pullout Programs
This study investigated the relationship between placement in inclusive and pullout special education programs and academic and behavior outcomes for students with learning disabilities (LD).
Effects of Co-Teaching on the Biology Achievement of Typical and At-risk Students Educated in Secondary Inclusion Settings
School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. One well-known instructional strategy, coteaching has the
Effects of Co-Teaching on the Biology Achievement of Typical and At-risk Students Educated in Secondary Inclusion Settings
School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. One well-known instructional strategy, coteaching has the
ARE INCLUSIVE PROGRAMS FOR STUDENTS WITH MILD DISABILITIES EFFECTIVE? A COMPARATIVE REVIEW OF MODEL PROGRAMS
This review compared eight different inclusive models for elementary students with mild disabilities, primarily with learning disabilities. Model programs were described according to curricular
The Effects of Co-Teaching on Regular Education and Special Education Students' Standardized Communication Arts Test Scores in a Suburban Midwest Middle School.
TLDR
This research study was completed to determine if the co-teaching method featuring two content area teachers had a positive effect on student achievement as measured by a valid and reliable standardized achievement assessment.
The Effects of an Inclusive School Program on Students with Mild and Severe Learning Disabilities
This investigation used a curriculum-based measure to examine the effects of an Inclusive School Program (ISP) on reading and math achievement of students with LD. Results revealed that students with
Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource
Sarah Mote. DOES SETTING AFFECT STUDENT ACHIEVEMENT: COMPARING CO-TEACHING TO RESOURCE. (Under the direction of Dr. Connie McDonald). School of Education, December, 2010). This causal comparative
Social Effects of Integrated Classrooms and Resource Room/Regular Class Placements on Elementary Students with Learning Disabilities
TLDR
While special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room.
Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another?
The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content
...
...

References

SHOWING 1-10 OF 26 REFERENCES
Comparison of a Full-Time Mainstreaming Program and a Resource Room Approach
TLDR
Results of the study suggest that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeds the resource room approach in attaining desirable classroom processes, student attitudes, and student achievement in basic skills.
Expanding the Resource Concept: The Resource School
This article details the administrative procedures, personnel training, curriculum modifications, evaluation schema, and cost involved in the conversion of a school district special education program
Effective Special Education in Regular Classes
TLDR
Results-from a study of program implementation and related outcomes suggest that the program, known as the Adaptive Learning Environments Model (ALEM), can be implemented effectively in a variety of settings and that favorable student outcome measures coincide with high degrees ofprogram implementation.
Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes
This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time
An Experimental Resource Room for Behavior Problem Children
TLDR
The experimental group made significantly greater gains in reading vocabulary and arithmetic fundamentals than did a comparison group, and Behavioral changes occurred, with the greatest improvement being noted with the experimental group when in the resource room.
The Department of Education's Sixth Annual Report to Congress on P;L. 94-142: Is Congress Getting the Full Story?
TLDR
Attempts to fine tune current special education policy, especially for individuals classified as mildly handicapped, by “tightening” eligibility standards is both illogical and ill-advised.
Educating Children with Learning Problems: A Shared Responsibility
  • M. Will
  • Education
    Exceptional children
  • 1986
TLDR
One of this administration's first priorities was to establish a National Commission on Excellence in Education to help us chart a new course which would permit us to correct the mistakes of the past.
Who Are the Children Special Education Should Serve and How Many Children Are There?
Determining the number of school-age children who need special education has been a persistent problem for many years. The crux of the problem is to clearly identify the population of children who
The 1984 Annual Report to Congress: Are we Better Off?
TLDR
In the opinion of the author, there have been both substantive and substantial improvements in local special education programs and services, in part attributable to the provisions in P.L. 94-142.
Teaching the mildly handicapped in the regular classroom
The best ebooks about Teaching The Mildly Handicapped In The Regular Classroom that you can get for free here by download this Teaching The Mildly Handicapped In The Regular Classroom and save to
...
...