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Academic outcomes for students with learning disabilities in consultation and resource programs.
A C Schulte1, S S Osborne, J D McKinney
1University of North Carolina.
Exceptional Children
|October 1, 1990
Summary
This study compared learning support for students with learning disabilities. Combining consultation and direct services yielded greater achievement gains than resource room instruction alone.
Area of Science:
- Special Education
- Educational Psychology
Background:
- Learning disabilities present unique challenges in academic achievement.
- Effective instructional strategies are crucial for supporting students with learning disabilities.
Purpose of the Study:
- To compare the effectiveness of different learning support models for children with learning disabilities.
- To determine which intervention approach yields the greatest academic gains.
Main Methods:
- Pretest and posttest achievement data were collected from 67 children with learning disabilities.
- Participants were assigned to one of four conditions: resource room (1 or 2 periods), or consultative services with in-class or teacher support.
- Statistical analysis was used to compare academic gains across conditions.
Main Results:
- Students receiving two periods of resource room instruction differed significantly at pretest and were analyzed separately.
- Students in the remaining three groups showed pretest to posttest achievement gains.
- A combination of consultation and direct services resulted in significantly greater achievement gains compared to resource room instruction.
Conclusions:
- Integrated support models, combining consultation and direct services, appear more effective for improving academic achievement in students with learning disabilities.
- Resource room models may be less effective than combined approaches.
- Further research into optimizing support for students with learning disabilities is warranted.