The role of the resource room for eight grade special education students diagnosed with a specific learning disability: Implications for the teaching of English in Puerto Rico

Abstract

This study investigates the role and impact of the resource room pull-out program for eighth-grade students diagnosed with Specific Learning Disabilities within the context of the English classroom in a public school in Puerto Rico. Through qualitative research using a case study design, the study explores how the resource room functions as part of the special education service delivery model and how the scheduling of pull-out services influences students’ participation in English instruction. Participants included resource room teachers working with eighth-grade students receiving special education services. Data collection methods included document analysis, direct classroom observations, teacher interviews, and therapy attendance records. The findings revealed that the resource room provides individualized instruction that supports the development of foundational academic skills aligned with students’ Individualized Education Programs. The small-group instructional environment allows teachers to provide scaffolding, guided practice, and targeted support to help students strengthen their academic abilities and participate in the general education curriculum. However, the study also found that when pull-out services and related therapies are scheduled during the English class period, students may miss portions of classroom instruction, reducing opportunities for language exposure and participation in classroom learning activities. These interruptions may also create additional instructional responsibilities for general education teachers and may affect students’ academic performance. The findings highlight important educational implications regarding the scheduling of specialized services in order to balance individualized support with students’ access to classroom instruction.