User:Kkaitlyn0304/Resource room

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A resource room is a separate, remedial classroom in a school where students with educational disabilities, such as specific learning disabilities, are given direct, specialized instruction and academic remediation and assistance with homework, and related assignments as individuals or in groups.

'''A resource room is a type of support for special education students that allows them to be pulled out of their general education classroom placement for targeted areas of instruction. It is one of many support options for special education students around the world to help meet their needs.  It serves as a transition stage between a self-contained classroom and a general education classroom for special education students.  In the resource room, students work with a special education teacher or aide in either a small group or individual setting.'''

Overview
Resource rooms are learning spaces where a special education teacher instructs and assists students identified with a disability. These classrooms are staffed by special education teachers and sometimes paraprofessionals. It serves as a transition stage between a self-contained classroom and a general education classroom for special education students. The number of students in a resource room at a specific time varies, but typically consists of at most five students per instructor.

These students receive special instruction in an individualized or group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the student's Individualized Education Program (IEP). ''Special education instructors in a resource room focus on particular goals as mandated by an IEP and remedial general education curriculum. Some programs emphasize the development of executive skills, including homework completion and behavior.'' The student getting this type of support will receive some time in the resource room, which is referred to as a "removal from the regular education environment" portion of the day and some time in the regular classroom with modifications and/or accommodations which may include specialized instruction with their non-impaired peers. Special education support within the regular education setting is part of the "inclusion model."

Rationale
Depending on individual needs, students usually attend resource rooms three to five times per week for about forty-five minutes per day. Some research has suggested these classrooms are of particular benefit to students with language-based learning disabilities such as dyslexia. Other research has indicated that students show growth in visuo-motor perception, arithmetic, spelling and overall self-perception through time in the resource room classroom. At least one study has suggested students with learning disabilities in resource rooms have higher expectations regarding their academic success when they are in the class. This may be due to the familiarity with the resource room teacher, small group Direct Instruction or confidence within an area they are comfortable in. Researchers believe that explicit instruction that breaks tasks down into smaller segments is an important tool for learning for students with learning disabilities. Students often benefit from "reteaching" of core concepts taught initially in general education classroom and reinforced in resource rooms via the small-group instructional model, which has been shown to lead to achievement in students with a multitude of educational disabilities.

In multiple studies, research showed that special education students prefer resource rooms as opposed to having a special education teacher in their general education classroom setting. The most common reason for preferring resource rooms was that they students learned more in these settings due to their straightforwardness. In these studies, general education students were also surveyed about which method they prefer, and majority answered resource rooms as well.

Resource Rooms in Other Various Countries
'''In the United States, the Individuals with Disabilities Education Act (IDEA) protects students with disabilities by requiring placement in their least restrictive environment (LRE). The LRE varies depending on the student and falls on a spectrum beginning with a general education classroom and becoming more restrictive in a special education classroom, separate special education school, or a private placement. Special education students in the United States can be placed in a resource room if it is considered their LRE, and when their needs can be partially met in a general education setting. The inclusion movement, a push for inclusion in the United States, aims to place special education students into general education classrooms. This movement leads to the existence of resource rooms, which helps to move these students into general education according to their LRE. '''

In Turkey, resource rooms, also called pull-out programmes, are used as an option for special education students who are in integrated classrooms. 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.

In China, resource rooms were created to support inclusion classrooms in the 1980's. Their purpose was to aid special education teachers in managing their students evaluations, behaviors, academics, and more. China implemented the Guidelines for the Construction of Special Education Resource Rooms for Regular Education Schools in 2016 that required resource rooms and a resource room teacher if schools had at least five students with special education needs.

In Jordan, a student is placed into a resource room if they are a special education student in a general education classroom, and if their teachers, parents, and principal approve of the placement. Only students in second through sixth grade can be placed in a resource room. The resource room is made up of either a small group of four to six students, or one student who learns one-on-one with the teacher.