Perceptions of Students With Learning Disabilities: Inclusion Versus Pull-Out Services

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

“…Students of the current study felt that the resource room teacher helped them with their work and to achieve better grades. Whinnery and King (1995) reported that students with learning disabilities regardless of placement agreed that the special education teacher helped them achieve better grades. Teachers and administrators commented on the specialized training that the resource room teacher received and how it benefitted the students.…”

“…Albinger found that elementary students with learning disabilities reported leaving the regular classroom as embarrassing. Whinnery and King (1995) asserted that students with learning disabilities in resource rooms tend to feel dumb, made fun of, left out and embarrassed. This was not indicated by the elementary and junior high and high school students that participated in this study.…”

“…Taylor, Asher and Williams (1987) argued that the resource room does not allow students full status as members thus leading to lower social status. Whinnery and King (1995) reported that students with learning disabilities responded that they felt made fun of, dumb and left out more frequently than students with learning disabilities in inclusive classrooms. The majority of students with learning disabilities regardless of placement, felt that the special education teacher helped them achieve better grades.…”

“…Of those students studied, the focus is mainly on students with learning disabilities. Few studies, Shoho et al (1997), , Whinnery & King (1995), Albinger (1995), and Vaughn & Bos (1987) have delved into seeking student perceptions and knowledge regarding the resource room. Despite the current trend toward inclusion, the resource room remains a viable service available to mainstreamed children, yet the majority of these studies are significantly outdated.…”

“…Shoho, Katims, and Wilks (1997) reported that students with learning disabilities serviced in a resource room felt less in control of the learning environment than those in an inclusive setting and their value structure was not as consistent as their peers. In comparing resource rooms to inclusion, Whinnery and King (1995) assert that students with learning disabilities in resource rooms tend to feel dumb, made fun of, left out and embarrassed more often than students in inclusive settings. In contrast Vaughn and Klingner (1998) cite four positive reasons that students enjoy the resource room.…”