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A Meta-Analysis of Co-Teaching Research: Where Are the Data?

Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information far an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities.

Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing

Presents results of a meta-analysis of studies of 58 interventions published during the period 1963-1997 concerning problem-solving skills for adolescents with learning disabilities. Results show that large effect sizes (ESs) emerged on measures of metacognition and text understanding. Interventions that included instructional components that loaded on factors related to advanced organizers, new content skills, and extended practice contributed significant variance to the magnitude of ES. The magnitude of ES was significantly higher for studies with samples meeting the IQ and reading cutoff criteria of >85 and

Student with a Disability on the IEP Team

Of course, the student with a disability might have something to say about his or her own education!

Students with Learning Disabilities and the Process of Writing: A Meta-Analysis of SRSD Studies

The Handbook of Learning Disabilities (LD) is an edited compendium comprised of contributions from over 55 of the leading scholars involved in LD research. Contributing authors were charged with reviewing the major theoretical, methodological, and instructional advances that have occurred in the field over the last 20 years. This particular article appears as Chapter 20 in the 3rd section of the book, "Effective Instruction."

Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis

Presents results of a meta-analysis of 13 studies published during the period 1963-1997 concerning writing interventions for students with learning disabilities. All examined studies included at least 1 overall measure of student writing quality. Results show that the reviewed interventions consistently produced strong effects on the quality of students’ writing as well as students’ sense of efficacy and understanding of the writing process. Most interventions adhered to the framework of the 3 basic steps of planning, writing, and revising. Findings suggest that teaching the conventions of writing genres and extensive teacher or peer feedback concerning writing quality should be part of any comprehensive instructional program.


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Readers are encouraged to copy and share this information, but please credit the National Dissemination Center for Children with Disabilities (NICHCY). NICHCY relies on feedback from users to enhance our collection, development, and dissemination of information. We encourage you to share your ideas and feedback with us! Please contact us at our email address (nichcy@aed.org) or visit the NICHCY Feedback Page at: www.nichcy.org/Pages/Feedback.aspx.

NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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