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Class size decreases in general education are some of the most researched educational interventions in social science, yet researchers have not reached any final conclusions regarding their effects. While some researchers point to small and insignificant differences between varying class sizes, others find positive and significant effects of small class sizes on, for example, children's academic outcomes. In a previous Campbell Systematic Review on small class sizes in general education, Filges et al. (2018) found evidence suggesting, at best, a small effect on reading achievement, whereas there was a negative, but statistically insignificant, effect on mathematics.
While research on the relationship between general education class size and student achievement is plentiful, research on class size in special education is scarce (see e.g., McCrea, 1996; Russ et al., 2001; Zarghami & Schnellert, 2004), even though class size issues must be considered particularly important to students with special educational needs. These students compose a highly diverse group in terms of diagnoses, functional levels, and support needs, but the share a common need for special educational accommodations, which often entails additional instructional support in smaller units than what is normally provided in general education. Special education class sizes may vary greatly, both across countries and regions, as well as across different student groups, but will usually be small relative to general education classrooms. In most cases, placement in special education, as opposed to, for example, inclusion in general education, is based exactly in the child's need for close adult support in a smaller unit, where instruction can be tailored to the needs of each child and a calmer, more structured environment can be created. Following this, one may assume that there are advantages to small class sizes in special education, in that children are placed in a suitable environment with the support they need to thrive and learn (for a discussion of perceptions on the benefits of special education, see e.g., Kavale & Forness, 2000). However, there may also be challenges to small class sizes, for example, in terms of the opportunities available for building friendships.
Finally, class size issues, both in general and in special education, are associated with ongoing discussions on educational spending and budgetary...