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Related Experiment Videos

Students' preferences for service delivery: pull-out, in-class, or integrated models.

J R Jenkins, A Heinen

    Exceptional Children
    |April 1, 1989
    PubMed
    Summary

    Students with learning difficulties preferred receiving help from their classroom teacher. Their preferences for special education services varied by classroom model and grade level.

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    Area of Science:

    • Educational Psychology
    • Special Education
    • Learning Disabilities

    Background:

    • Understanding student preferences is crucial for effective learning support.
    • Student perceptions of service delivery models can impact engagement and outcomes.
    • Research on student preferences in specialized instruction is limited.

    Purpose of the Study:

    • To investigate student preferences regarding the location and provider of specialized instruction.
    • To examine how classroom service delivery models influence these preferences.
    • To identify grade-level differences in student choices for learning support.

    Main Methods:

    • Surveyed 686 students in grades 2, 4, and 5.
    • Included students from special, remedial, and regular education classes.
    • Utilized data from classrooms employing pull-out, in-class, and integrated models.

    Main Results:

    • Student preferences for in-class and pull-out services were influenced by the classroom's service delivery model.
    • Grade level also played a significant role in shaping student preferences.
    • Most students indicated a preference for receiving additional academic help from their primary classroom teacher over a specialist.

    Conclusions:

    • Student preferences for specialized instruction are context-dependent, varying with service delivery models and age.
    • The findings suggest a need to consider student voice in designing and implementing learning support.
    • Classroom teachers may be a preferred resource for students needing extra academic assistance.

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