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Some research has suggested these classrooms are of particular benefit to students with language-based learning disabilities such as dyslexia. [6] 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. [7]
Depending on the students' individual needs, they may be included, mainstreamed, or placed in a special school, and/or may receive many specialized services in separate classrooms. In addition to academic goals, the goals documented in the IEP may address self-care, social skills, physical, speech, and vocational training.
An alternative is a special unit or special classroom, also called a self-contained classroom, which is a separate classroom dedicated solely to the education of students with special needs within a larger school that also provides general education. [27]
In self-contained classrooms, deaf and hard-of-hearing students may be placed exclusively with other deaf and hard-of-hearing peers or with other special education students. Some deaf children exclusively attend a mainstream program; others join select mainstream classes for part of their day. [ 24 ]
Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment. [2] Access to a special education classroom, are mostly called a "separate classroom or resource room", is valuable to the student with a disability ...
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