TY - JOUR
AU - Schuller, Joan
AB - PROMISING PROGRAMS .Five Ways to Bridge the Resource Room-to-Regular Classroom Gap David R. Adamson Pat Matthews Joan Schuller .. -# y¢' i • : s 74 TEACHING EXCEPTIONAL CHILDREN WIN T E R 1990 Operating a resource room without a block of time each day for consulta­ Collaborative regard for coordination with the regu­ tion and arrange their schedules to eat Thaching! lar education program cannot be justi­ lunch with their assigned grade-level Co-Thaching fied. Since the efficacy studies in the teachers (Schuller, 1987). Consultation 1960's, educators have been challenged also occurs before and after school. Using an outcome-based education to address the academic and social They are in daily contact with regular (aBE) design, students at Hillside are problems of students with mild handi­ teachers on an informal and ongoing grouped homogeneously for instruc­ caps in the context of regular education basis regarding student needs, teacher tion in reading and mathematics ac­ settings (Ito, 1981; Lilly, 1986; Speece concerns, curriculum adaptations, and cording to their achievement levels & Mandell, 1980; Walter, 1983). The individual behavior and classroom and rates of learning. Consequently, traditional part-time, pull-out program management plans. the lowest groups in each grade level has the advantage 
TI - Five Ways to Bridge the Resource Room-to-Regular Classroom Gap
JF - TEACHING Exceptional Children
DO - 10.1177/004005999002200215
DA - 1990-01-01
UR - https://www.deepdyve.com/lp/sage/five-ways-to-bridge-the-resource-room-to-regular-classroom-gap-DjNTPbRDpl
SP - 74
EP - 77
VL - 22
IS - 2
DP - DeepDyve
ER -