Preferences of students with general learning difficulties for different service delivery modes

Abstract

This study was designed to elicit the views and preferences of primary education students' with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special needs teacher) of educational support. The sample consisted of 95 students in grades 2-6 who voluntarily participated in the study. Interviews, including seven questions concerning students' views on and preferences for different educational settings (regular classroom without additional support, resource room, in-class support), were employed for gathering data. The findings clearly confirmed our hypotheses that: (a) students do hold preferences about where and by whom they should be taught, and (b) they do not unanimously prefer one service delivery mode over another. While the majority of the students preferred the resource room over the regular class, it is significant, at the same time, that almost one-third of the participants preferred the regular classroom. Students' preference for educational setting (regular classroom or resource room) was significantly influenced by their view of which setting provides more academic benefits. Regarding their preference for the most appropriate provider of support, the great majority preferred receiving help from the special education teacher. Given that in-class support is not practised in Greek schools and none of the participants had any experience of systematic in-class support provided by a special teacher, it was surprising to establish that almost one-half of the students preferred to receive the additional support within the regular class. Students' preference for a service delivery mode (pull-out or in-class support) was significantly influenced by: (a) their preference of educational setting (regular classroom or resource room), and (b) their views of which setting provided greater academic benefit. © 2006 Taylor & Francis.