Initiated in the scholastic year of 2004/2005, the resource room project is regarded a pioneer project which has contributed to the accomplishment of the principle "Education for All". The Target group of beneficiaries includes pupils of simple mental retardation. However, due to the absence of standardized diagnosis instruments, first-to –fourth graders with various learning difficulties (i.e., simple mental retardation, slow learning abilities, along with other kinds of learning difficulties) were selected as a target group. The number of pupils who can receive their education in each resource room either individually or in small groups, ranges between 18 and 22 weekly. 

The project evaluation aims at detecting the strengths and weaknesses of the project and at investigating the various components of the project. The Evaluative study also includes suggestions for development and recommendations.

The study community included the Administration board of the project, the technical committee, all the resource room teachers ( n- 36), all the school principals and  all the teachers of Arabic and Mathematics whose schools include resource rooms, as well as the resource room pupils and their parents. The community also included the directors of the directorates of education and their deputies, the educational supervisors, the counselors of Inclusive Education, and the supervisors of special education.

To collect data, two instruments were employed: the interviews and three questionnaires which were distributed among all resource room teachers, school principals and a random sample of the resource room pupils and their parents.

The resulted yielded from the interviews stressed various essential issues that need reflection and review. Some of the most crucial are: resource room teachers' training, support and guidance provided for resource room teachers, supervision and follow up , the strategic plan, the roles of the school principal, the educational supervisor, the counselor of the inclusive education, the school population in schools that include resource rooms, and the parents. The results also emphasized the project success in altering attitudes, the available diagnosis tests and measurement instruments, the transformation committee, the situation of the pupils following the fourth grade, and the centers of special education.

The results obtained from the questionnaires, on the other hand, handled the following topics: experiences and qualifications, the number of resource room pupils, the number of pupils who suffer from motor or visual disabilities who receive their education in the resource rooms. The questionnaires also examined other main topics related to the project including the role of the educational supervisor, the resource room teacher's skills and individual or collective behaviors, the components and specifications of the resource rooms, the equipment and requirements, the professional relationship between the  resource room teachers and each of the school principal,  the educational supervisor , their colleagues at school and the resource room pupils as well as their parents from the resource room teachers' perspectives. Two other topics were investigated in the questionnaires. These are : How do school principals evaluate the resource room teacher's performance , and how do the parents evaluate the resource room teacher's performance.

The presentation of the strengths and weaknesses of the project was followed by some suggestions and recommendations for development including:

·        Developing a strategic plan for the project and for the training methodology.

·        Preparing a handbook for the project and a guidebook for special education.

·        Adopting a strategy for following up pupils after the fourth grade.

·        Re-examining the evaluation methods used to evaluate the resource room pupils.

·        Activating the parents' role through diversifying the means of communication and interconnection.

·        Developing diagnosis tests and measurement instruments.