Affiliation:
1. Granite School District in Salt Lake City
2. Hillside Elementary School
3. Hunter Junior High School. All are adjunct faculty at
the University of Utah in Salt Lake City
Abstract
The literature describes the importance of programming across varied educational environments to help handicapped students to succeed in mainstream settings. Yet it is often left to the resource teacher to integrate various programs and techniques into a functional working model. This case study of one successful resource program describes eight structures and techniques used across the environments of the regular classroom, playground, lunchroom, and resource room. Over a 4-year period there was a 42% reduction in number of students classified as handicapped even though school enrollment grew by almost 38%. There was also a 58% reduction in the amount of "pull-out-" programming for resource students.
Cited by
7 articles.
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1. Problematizing Collaboration: A Critical Review of the Empirical Literature on Teaching Teams;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2004-07
2. Perceptions of Students With Learning Disabilities: Inclusion Versus Pull-Out Services;Preventing School Failure: Alternative Education for Children and Youth;1995-10
3. A Consultation and Paraprofessional Pull-In System of Service Delivery;Remedial and Special Education;1995-01
4. Inclusion in action: One school's response;Journal of Psychologists and Counsellors in Schools;1993-11
5. The Delivery of Special Education Programs and Services;Remedial and Special Education;1992-11