Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2025 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Research shows outcomes of students with disabilities improve with specially designed instruction responsive to assessment data, per studies the brief cites. → Arnold 2025

Evidence¶

Arnold 2025¶

Arnold, J., Hayes, S., & Zagata, E. (2025). Leading inclusive, coherent, and effective assessment systems: Closing opportunity and outcome gaps for students with disabilities. WestEd. https://eric.ed.gov/?id=ED673562

q2 · i? · qualitative · r1

The brief asserts, citing four studies (Al Otaiba et al., 2014; Hurwitz et al., 2020; Jung et al., 2018; Schwartz et al., 2021), that "outcomes of students with disabilities are improved" by assessment-responsive specially designed instruction. The cited studies' designs are not described in the brief.

"Indeed, research shows that the outcomes of students with disabilities are improved when they are provided with specially designed instruction that is responsive to assessment data (Al Otaiba et al., 2014; Hurwitz et al., 2020; Jung et al., 2018; Schwartz et al., 2021)."

Studies bearing on this claim¶

Which instructional approaches improve outcomes for learners with learning, developmental or intellectual disabilities? This table gathers the studies behind this claim and the 14 narrower claims that bear on it: 14 distinct studies (6 quant-synthesis, 3 review, 3 causal, 1 qualitative, 1 associational), q2–q3, 2 of 14 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Self-determination skills instruction for students with disabilities increases self-determination on some measures but not others — related
• Self Monitoring Improves On Task Behavior — related
• A state funding report's research review, citing earlier studies, states that inclusive preschool special education benefits students with and without disabilities and that effective early education reduces later special education identification — related
• The concept model of vocabulary instruction produced larger gains in content-area vocabulary test performance than the definition/sentence-writing model for all six middle school students with learning disabilities — a narrower finding that bears on this claim
• Functional life skills development programs show potentially positive effects on independent living, with a small evidence base — related