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Students in resource rooms either work individually with the teacher or in small groups of students, and focus on reading, writing, and mathematics. These sessions can occur anywhere in the school and do not require a specific classroom or space, such as the library or a teacher's lounge.
A 2011 meta analysis found a "small but significant benefit", with benefits being "modest compared to the efficacy of currently available pharmacological treatments for ADHD". [258] The review concluded that supplementation may be worth consideration as an augmentative treatment in combination with medication due to its "relatively benign side ...
Another setting option is the separate classroom. When students spend less than 40 percent of their day in the general education class, they are said to be placed in a separate class. They are allowed to work in small, highly structured settings with a special education teacher. Students in a separate class may be working at different academic ...
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
Higher academic achievement: Mainstreaming has shown to be more academically effective than exclusion practices. [9] For instance, the National Center for Learning Disabilities found that the graduation rate for students with learning disabilities was 70.8% for the 2013-2014 year, [10] although this report does not differentiate between students enrolled in mainstreaming, inclusive, or ...
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A literature review by Wilson (2002) [26] noted that results from the Tennessee STAR study, a large-scale randomized experiment in grades K–3, showed that grade retention was lower for students in small classes: 17% of students from small classes were held back, compared with 30% and 44% respectively from ‘regular’ and ‘regular plus ...