Three-year analysis of characteristics of learning disabled students in self-contained classrooms and resource rooms.
The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.
Wigle
S E
SE
Education Department, Doane College, Crete, NE 68333.
White
W J
WJ
D000124:Achievement; D000293:Adolescent; D000328:Adult; D002648:Child; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000175:diagnosis / Q000534:rehabilitation*; D008297:Male