Chapter 16: Quantitative Research Synthesis: Meta-Analysis of Research on Meeting Special Educational Needs

Kenneth A. Kavale

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) was perceived as a ‘failure’ (for example, Kirk & Johnson, 1951) because of Victor's modest attainments. In reality, the gains were meaningful and demonstrated the potential of special education (Gaynor, 1973). Questions about the ...

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