Included qualitative studies find smaller special education class sizes are the preferred option because they allow more individualised instruction time and increased teacher attention¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students and staff in the included qualitative studies preferred smaller class sizes for individualised instruction time and teacher attention to diverse needs. → Bondebjerg 2023

Evidence¶

Bondebjerg 2023¶

Bondebjerg, A., Dalgaard, N. T., Filges, T., & Viinholt, B. C. A. (2023). The effects of small class sizes on students' academic achievement, socioemotional development and well‐being in special education: A systematic review. Campbell Systematic Reviews, 19, e1345. https://doi.org/10.1002/cl2.1345

q2 · i? · review · r3

Descriptive synthesis of the review's included qualitative studies (from the US, China and Ireland, spanning 1993–2020). The review reports smaller classes were "the preferred option" for individualised instruction time and teacher attention; no effect size is printed.

"Findings from the summary of included qualitative studies reflected that to the special education students and staff members participating in these studies, smaller class sizes were the preferred option because they allowed for more individualised instruction time and increased teacher attention to students' diverse needs."

Discussion¶

Learner Variables¶

• Time and Continuity — outcome: instruction changes it

Related Claims¶

• Individuals with developmental disabilities tend to prefer speech-generating devices over picture exchange and manual signs, with substantial individual differences — related
• Virtual meeting options gave parents more flexible scheduling opportunities to communicate with educators during remote schooling — related