When are resource rooms going to share in the declining enrollment trend? Another look at mainstreaming.

Abstract

A special education administrator presents a point of view that raises questions regarding the continuation of the present practice of separating learning-disabled students from the regular education classroom for specialized instruction. Strategies to accommodate learning difference and to address specific learning needs in the regular instructional program are proposed. Concern is expressed that the benefits derived from special instruction, away from the classroom, are in need of re-evaluation during these times of competing priorities, legitimate questioning of the resource room model and fiscal constraints.