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Service Delivery Models and Outcomes for Students with Disabilities

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Title: Service Delivery Models and Outcomes for Students with Disabilities
Language: English
Authors: Lindsey Kaler (ORCID 0000-0001-8017-7380), Jessica Markham, Nathan D. Jones
Source: Remedial and Special Education. 2025 46(2):132-146.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Delivery Systems, Instruction, Students with Disabilities, Special Education, Inclusion, Resource Room Programs, Regular and Special Education Relationship, Self Contained Classrooms, Elementary Secondary Education, Academic Achievement, Graduation Rate, Employment Level, Language Skills
DOI: 10.1177/07419325241268747
ISSN: 0741-9325
1538-4756
Abstract: In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis--either descriptive or causal--to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471674
Database: ERIC
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  Data: Service Delivery Models and Outcomes for Students with Disabilities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lindsey+Kaler%22">Lindsey Kaler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8017-7380">0000-0001-8017-7380</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Markham%22">Jessica Markham</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+D%2E+Jones%22">Nathan D. Jones</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2025 46(2):132-146.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Room+Programs%22">Resource Room Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Contained+Classrooms%22">Self Contained Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Level%22">Employment Level</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
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  Data: 10.1177/07419325241268747
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
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  Data: In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis--either descriptive or causal--to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.
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  Data: 2025
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  Data: EJ1471674
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      – Type: doi
        Value: 10.1177/07419325241268747
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 132
    Subjects:
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Self Contained Classrooms
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Employment Level
        Type: general
      – SubjectFull: Language Skills
        Type: general
    Titles:
      – TitleFull: Service Delivery Models and Outcomes for Students with Disabilities
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            NameFull: Lindsey Kaler
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            NameFull: Jessica Markham
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            NameFull: Nathan D. Jones
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            – D: 01
              M: 04
              Type: published
              Y: 2025
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              Value: 0741-9325
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              Value: 1538-4756
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              Value: 46
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            – TitleFull: Remedial and Special Education
              Type: main
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