Abstract
Two special education resource service models are contrasted for their effects on student achievement and on teacher and pupil behavior. Academic performance gains were equivalent for both models (teacher consultant and resource room), while teacher behaviors were judged slightly better under the teacher consultant model. Both approaches were superior to controls (no service). The parallel academic gains coupled with improved teacher behaviors suggest utility in having both models in operation within a continuum of services. The data support increased instruction in the regular classroom, thereby promoting many of the goals of mainstreaming through education in the least restrictive alternative, improved regular teacher skills, and attenuation of the effects of labeling.
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