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A Comparison of Regular and Resource Teacher Instructional Plans for Academically Handicapped Children: An Assessment of the Efficacy of Withdrawal Model Remedial Teaching

Published online by Cambridge University Press:  26 February 2016

Barry A. Fields
Barry A. Fields*
Affiliation:
University College of Southern Queensland
*
Dr B. Fields, School of Education, UCSQ, PO Darling Heights, TOOWOOMBA QLD 4350
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Extract

Pull-out or withdrawal remedial instruction is the dominant service delivery model for regular class children with learning problems. The efficacy of this model has been in question for a number of years with claims that remedial instruction as delivered in such settings is neither special nor exemplary. The findings of the study reported here suggest these claims may be accurate, and they raise questions about both the training and deployment of resource/ remedial teachers.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 14 , Issue 2 , 1991 , pp. 10 - 19
Copyright
Copyright © The Australian Association of Special Education 1991

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