Jenkins J R, Heinen A
Except Child. 1989 Apr;55(6):516-23. doi: 10.1177/001440298905500605.
This study assessed students' preferences about where and by whom they receive instruction for learning difficulties. Subjects were 686 special, remedial, and regular education students in grades 2, 4, and 5, from classrooms that used a pull-out, in-class, or integrated model for specialized instruction. Results of student interviews indicated that children's preferences for in-class and pull-out services were affected by the service delivery model used in their classroom and their grade level. The majority of children preferred to receive additional help from their classroom teacher rather than from a specialist.
本研究评估了学生对于接受学习困难辅导的地点及辅导者的偏好。研究对象为686名二、四、五年级的特殊教育、补习教育及普通教育学生，他们所在班级采用的是抽离式、课堂内或融合式的特殊辅导模式。学生访谈结果表明，儿童对课堂内和抽离式辅导服务的偏好受到其所在班级采用的辅导模式及年级的影响。大多数儿童更愿意从任课教师而非专家那里获得额外帮助。
