The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. This comprehensive, research-based work, assembles scholarship on an international level, and covers topics that transcend national boundaries.
Chapter 16: Quantitative Research Synthesis: Meta-Analysis of Research on Meeting Special Educational Needs
Quantitative Research Synthesis: Meta-Analysis of Research on Meeting Special Educational Needs
Since the passage of landmark federal law (now IDEA) in 1975, special education in the United States has witnessed significant change but not necessarily real progress. The consequences are found in attitudes that oscillate between optimism and pessimism about the prospects for special education (see Zigler & Hodapp, 1986). For example, there is optimism about the law's success in providing access to special education but pessimism about whether or not the appropriate education provision is achieving the desired outcomes (Finn, Rotherham, & Hakanson, 2001). Such pessimism is not new; the innovative program developed by Jean-Marc-Gas-pard Itard for Victor, the ‘wild boy of Aveyron’ (Itard, 1806/1962) ...