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.

中文翻译：

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为残疾学生提供服务的模式和成果


在这篇系统文献综述中，我们研究了教育实证研究的语料库，这些研究使用行政数据（即人口水平数据）来描述和估计专门设计的教学服务提供模式对有特殊教育需求的学生的结果的影响。我们专注于使用定量数据分析（描述性或因果性）来回答有关特殊教育服务提供模式与学生成绩之间关系的问题的研究。我们分析了七项研究，每项研究都发现在普通教育课堂上花费更多时间与残疾学生 (SWD) 的成绩之间存在正相关关系。在我们的分析中，我们讨论了此类分析的可供性和局限性，以及该领域扩大数据收集和人口数据分析的机会，以更好地阐明当前和纵向特殊教育服务的状况，对于社署来说。