[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582882-105":59,"doc-detail-582882-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","effects-of-small-class-sizes-in-special-education-a-systematic-review-summary","Effects of Small Class Sizes in Special Education: A Systematic Review Summary","","This Campbell systematic review summary evaluates the impact of small class sizes in special education on students’ academic achievement, socioemotional development, and well-being. Extensive literature searching identified only seven studies, limiting the ability to conduct meta-analysis. Evidence is especially sparse in both quantitative and qualitative strands. Qualitative findings indicate smaller classes are strongly preferred due to more individualized instruction time and greater teacher attention. The summary also highlights key moderators and calls for further diverse research using perspectives of children and families.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-small-class-sizes-in-special-education-a-systematic-review-summary/582882/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-small-class-sizes-in-special-education-a-systematic-review-summary/582882.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What questions does the review address about small class sizes in special education?","Question",{"text":112,"@type":113},"It assesses effects on academic achievement, socioemotional development, and well-being, and also explores views of children, teachers, and parents about class size conditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many studies were included and why was meta-analysis not possible?",{"text":117,"@type":113},"Seven studies were included (two quantitative, four qualitative, one mixed). Meta-analysis and/or qualitative thematic synthesis were not possible because required effect-size information was not available and the necessary details could not be extracted.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the qualitative findings suggest about student preferences and classroom practices?",{"text":121,"@type":113},"Qualitative studies indicate smaller class sizes are the most preferred option, supported by opportunities for individualized instruction time and increased teacher attention to each student’s needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582882,1792044791,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":24,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Plain language summary 2023  \nEducation  \nLittle research evidence exists on the effects of small class sizes in special education  \nDespite carrying out extensive literature searches, the authors of this review found only seven studies exploring the question of class size in special education. The authors therefore call for more research from quantitative and qualitative researchers alike, such that practitioners and administrators may find guidance in their endeavours to create the best possible school provisions for all children with special educational needs.  \nWhat is this review about?  \nWhile research on the relationship between general education class size and student achievement is plentiful, research on class size in special education is scarce, even though class  \nsize issues must be considered particularly important to students with special educational needs. This systematic review sought to examine the effects of small class sizes in special education on the academic achievement, socioemotional development and well-being of children with special educational needs.  \nFurthermore, the review aimed to perform a qualitative exploration of the views of children, teachers and parents concerning class size conditions in special education.  \nThere are surprisingly few studies exploring the effects of small class sizes in special education on any outcomes.  \nWhat is the aim of this review?  \nThe objective of this Campbell systematic review was to synthesise data from existing studies to assess the impact of small class sizes in special education on students’academic achievement, socioemotional outcomes and well-being.  \nA secondary objective was to explore how potential moderators (e.g. performance at baseline, age, and type of special educational need) affected the outcomes.  \nWhat studies are included?  \nThis review included seven studies, of which two were quantitative, four were qualitative, and one was both quantitative and qualitative. It was not possible to perform a meta-analysis, nora qualitative thematic synthesis. The included studies were critically assessed, coded for descriptive data, and narratively summarised.  \nOne quantitative study was assessed to be of sufficient methodological quality following risk of bias assessment. Unfortunately, it was not possible to extract an effect size from this study  \nsince it did not report the required information and the study authors could not be contacted.  \nThree qualitative studies were assessed to be of sufficient methodological quality following qualitative critical appraisal.  \nWhat are the main findings of this review?  \nThere are surprisingly few studies exploring the effects of small class sizes in special education on any outcomes. The included qualitative studies find that smaller class sizes are the most preferred option among students with special educational needs, their teachers and school principals. This is because of the possibilities afforded in terms of individualised instruction time and increased teacher attention to the needs of each student.  \nWhat do the findings of the review mean?  \nThe impact of small class sizes in special education is under-researched both within the quantitative and the qualitative literature.  \nFuture research should aim to fill this knowledge gap from diverse methodological perspectives, paying close attention to the views of parents, teachers, administrators and, most importantly, the children and young people whose everyday lives are spent in the various special education provisions.  \nThe Campbell Collaboration  \n[info@campbellcollaboration.org](info@campbellcollaboration.org)  \n[campbellcollaboration.org](campbellcollaboration.org)[ ](campbellcollaboration.org)EN-0472  \nHow up-to-date is this review?  \nSearches in bibliographic databases and EBSCO OPEN Dissertations were performed in April 2021, while the remaining searches for grey literature, hand searches in key journals, and citation tracking took place between J","cbCaiuOkVLYOG4tq","https://ap.wps.com/l/cbCaiuOkVLYOG4tq","pdf",958952,"English","# Plain language summary\n## What is this review about?\n## What is the aim of this review?\n## What studies are included?\n## What are the main findings of this review?\n## What do the findings of the review mean?\n## How up-to-date is this review?\n## What is the Campbell Collaboration?\n## About this summary","[{\"question\":\"What questions does the review address about small class sizes in special education?\",\"answer\":\"It assesses effects on academic achievement, socioemotional development, and well-being, and also explores views of children, teachers, and parents about class size conditions.\"},{\"question\":\"How many studies were included and why was meta-analysis not possible?\",\"answer\":\"Seven studies were included (two quantitative, four qualitative, one mixed). Meta-analysis and/or qualitative thematic synthesis were not possible because required effect-size information was not available and the necessary details could not be extracted.\"},{\"question\":\"What do the qualitative findings suggest about student preferences and classroom practices?\",\"answer\":\"Qualitative studies indicate smaller class sizes are the most preferred option, supported by opportunities for individualized instruction time and increased teacher attention to each student’s needs.\"}]","Effects of Small Class Sizes in Special Education: A Systematic Review Summary | PDF"]