Future research on special education class size should include rigorous quantitative designs and foreground the voices of children and young people with special needs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's forward-looking recommendation is to fill the evidence gap from diverse methodological perspectives: more quantitative studies capable of supporting meta-analysis, and more qualitative research across local contexts and provision models. It states that "future research should strive to represent the voices of children and young people with special needs since they are the experts when it comes to matters concerning their own lives". It also urges attention to the views of parents, teachers and administrators.

Design Implications¶

Context¶

Requirements¶

• Studies must collect primary data with described informant selection, data collection procedures, and analysis methods

Constraints¶

• Existing evidence spans very diverse contexts and a large time span, so new studies should specify their local context and provision model

Target Learners¶

• children and young people with special educational needs in K-12 special education

Target Learning Goals¶

• informing special education provision decisions on class size

Related Strategies¶

• Prioritize research on GenAI's impact on students with disabilities and design personalized teaching strategies for their needs

Examples¶

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Key Sources¶

• 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