A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach for similar students is reported. 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.
Get full access to this article
View all access options for this article.
References
1.
BrophyJ. (1979). Teacher behavior and its effects. Journal of Educational Psychology, 71(6), 733–750.
2.
GlazzardP. (1981). Training students to work independently in the classroom. Teaching Exceptional Children, 13, 66–70.
3.
GoodT. L. (1983, April). Classroom research: A decade of progress. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
4.
HarterS. (1982). The Perceived Competence Scale for children. Child Development, 53, 87–97.
5.
National School Public Relations Association. (1981). Good schools: What makes them work. Arlington VA: National School Public Relations Association.
6.
ReynoldsM. C., & BirchJ. W. (1982). Teaching exceptional children in all America's schools (Rev. ed.). Reston VA: The Council for Exceptional Children.
7.
StrainP. S. (Ed.). (1982). Social development of exceptional children. Rockville MD: Aspen.
8.
WangM. C. (1974). The use of direct observation to study instructional-learning behaviors in school settings (LRDC Publication Series 1974/9). Pittsburgh PA: University of Pittsburgh, Learning Research and Development Center.
9.
WangM. C. (1976). The use of observational data for formative evaluation of an instructional modelInstructional Science, 5, 365–369.
10.
WangM. C. (1980). Adaptive instruction: Building on diversity. Theory into Practice, 19(2), 122–127.
11.
WangM. C. (1981). Mainstreaming exceptional children: Some instructional design considerations. Elementary School Journal, 81(4), 195–221.
12.
WangM. C. (1983). Provision of adaptive instruction: Implementation and effects. Pittsburgh PA: University of Pittsburgh, Learning Research and Development Center.
13.
WangM. C., & BirchJ. W. (1984). Effective special education in regular classes. Exceptional Children, 50, 391–399.
