Abstract
This article compares student achievement data of the Integrated Classroom Model (ICM) to achievement data in resource room programs. Cost-effectiveness of the two programs is also compared. Comparison of pre- and postscores on the reading, math, and language subtests of the Woodcock-Johnson Psycho-Educational Battery indicated no significant differences in performance among elementary-school students with learning disabilities in integrated classrooms and resource classrooms. Comparisons of California Achievement Test scores indicated no significant differences among regular education students in the ICM and in regular classrooms. The ICM was shown to be more cost effective than resource room programs while achieving similar results.
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