Author:
Miller Ted L.,Sabatino David A.
Abstract
Two special education resource service models are contrasted for their effects on student achievement and on teacher and pupil behavior. Academic performance gains were equivalent for both models (teacher consultant and resource room), while teacher behaviors were judged slightly better under the teacher consultant model. Both approaches were superior to controls (no service). The parallel academic gains coupled with improved teacher behaviors suggest utility in having both models in operation within a continuum of services. The data support increased instruction in the regular classroom, thereby promoting many of the goals of mainstreaming through education in the least restrictive alternative, improved regular teacher skills, and attenuation of the effects of labeling.
Subject
Developmental and Educational Psychology,Education
Cited by
47 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献