Published studies involving the effects of the Adaptive Learning Environment Model on special education students are reviewed. It is concluded that the published materials lack sufficient detail to allow an adequate evaluation of the program's impact on exceptional children. Leading to this conclusion are the problems of apparent multiple reporting of the same data, inconsistencies regarding the nature and number of the subjects, the use of normative data in lieu of control subjects, and interpretations that appear inconsistent with the results presented.
Get full access to this article
View all access options for this article.
References
1.
BenderW.N. (1986). Differential diagnoses based on the task-related behavior of learning disabled and low-achieving adolescents. Learning Disability Quarterly, 8, 261–266.
2.
BryanT., & WheelerR. (1972). Perception of children with learning disability: The eye of the observer. Journal of Learning Disabilities, 5, 484–488.
3.
FornessS.R., & EstveldtK.C. (1971). Classroom observation of learning and behavior problem children. Unpublished paper, Graduate School of Education, University of California at Los Angeles.
4.
FuchsD., & FuchsL.S. (1987). An evaluation of the adaptive learning environments model. Paper presented at the conference of the American Educational Research Association, Washington, DC.
5.
GlavinJ. RQuayH.C.AnnesleyF.R., & WerryJ.S. (1971). An experimental resource room for behavior problem children. Exceptional Children, 38, 131–137.
6.
HallahanD.P.KellerC.E.McKinneyJ.D.LloydJ.W., & BryanT. (1988). Examining the research base of the Regular Education Initiative: Efficacy studies and the adaptive learning environments model. Journal of Learning Disabilities, 21, 23–28.
JenkinsJ.R., & May hallW.F. (1976). Development and evaluation of a resource teacher program. Exceptional Children, 43, 21–29.
9.
KauffmanJ.M.GerberM.M., & SemmelM.I. (1988). Arguable assumptions underlying the Regular Education Initiative. Journal of Learning Disabilities, 21, 6–11.
10.
MyersJ.K. (1976). The special day school placement for high IQ and low IQ EMR pupils. Paper presented at the annual International Convention of the Council for Exceptional Children, Chicago. (ERIC Document Reproduction Service No. ED 125 197)
11.
SabatinoD. (1970). An evaluation of resource rooms for children with learning disabilities. Journal of Learning Disabilities, 4, 84–93.
12.
SlateJ.R., & SaudargasR.A. (1986). Differences in learning disabled and average students’ classroom behaviors. Learning Disability Quarterly, 9, 61–67.
13.
WangM.C., & BirchJ.W. (1984a). Comparison of a fulltime mainstreaming program and a resource room approach. Exceptional Children, 51, 33–40.
14.
WangM.C., & BirchJ.W. (1984b). Effective special education in regular classes. Exceptional Children, 50, 391–398.
15.
WangM.C.GennariP., & WaxmanH.C. (1985). The adaptive learning environments model: Design, implementation, and effects. In WangM.C. & WalbergJ.H. (Eds.), Adapting instruction to individual differences.Berkeley: McCutchan Publishing.
16.
WangM.C.PeverlyS., & RandolphR. (1984). An investigation of the implementation and effects of a full-time mainstreaming program. Remedial and Special Education, 5, 21–32.
17.
WangM.C.RubensteinJ.L., & ReynoldsM.C. (1985). Clearing the road to success for students with special needs. Educational Leadership, 43, 62–67.
18.
WangM.C.VaughanE.D., & DytmanJ.A. (1985). Staff development: A key ingredient of effective mainstreaming. Teaching Exceptional Children, 17, 112–121.
19.
WangM.C., & WalbergH.J. (1983a). Adaptive instruction and classroom time. American Educational Research Journal, 20, 601–626.
