Educational Research in Mental Retardation

Guskin, Samuel L.; Spicker, Howard H.

doi:10.1016/s0074-7750(08)60013-0

Cited by 57 publications

(25 citation statements)

References 29 publications

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“…Reviews by Cleary, Humphreys, Kendrick, and Wesman (1975) regarding appropriateness of tests; the reviews by Sattler ( 1973) and Meyers, Sundstrom, and Yoshida (1974) regarding "incompetent" test administration; those of Guskin and Spicker ( 1968) and MacMillan ( 1971) on the adequacy of the special class; and the review of MacMillan, Jones, and Aloia ( 1974) pertaining to the effects of labeling and placement consider the research evidence on the various allegations and serve to challenge the plaintiffs charges.…”

Section: The Impetus: Political or Evidentiary?mentioning

confidence: 99%

“…Efforts to evaluate the special class as an administrative arrangement for educating EMR children took the form of comparing children in an EMR special class with children of comparable IQ enrolled in a regular class (see Guskin & Spicker, 1968;Kirk, 1964;MacMillan, 1971, for reviews of this research). Typically, the mean achievement scores are compared and one administrative arrangement judged superior if the children in that program achieve at a level reliably higher than those of children enrolled in the alternative.…”

Section: Evaluation Of Special Classes: An Illustration Problems Withmentioning

confidence: 99%

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Evaluation of Mainstreaming Programs

MacMillan¹,

Semmel²

2018

Exceptional

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Section: The Impetus: Political or Evidentiary?mentioning

confidence: 99%

Section: Evaluation Of Special Classes: An Illustration Problems Withmentioning

confidence: 99%

Evaluation of Mainstreaming Programs

MacMillan¹,

Semmel²

2018

Exceptional

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“…Justification was found in efficacy studies suggesting that the special class may be inappropriate for the education of exceptional children (Dunn, 1968;Johnson, 1962;Kirk, 1964). The research literature, however, has 5 been criticized for a number of methodological flaws that confound unilateral interpretation (Guskin & Spicker, 1968;MacMillan, 1971). Consequently, research has provided little convincing evidence that either sup~ ports or rejects the efficacy of special or regular class placement for exceptional children.…”

Section: Special Versus Regular Class Placementmentioning

confidence: 99%

The Efficacy of Special Education Interventions and Practices: A Compendium of Meta-Analysis Findings

Kavale¹,

Glass²

1983

focusXchild

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Special education, by definition and in practice, serves an exceptional clientele, provides curricula, utilizes unique materials, and employs distinct methods and techniques for t(?aching. Although these characteristics set it apart, they also raise the question of how effective are the unique procedures used in special education. Mil of sky ( 1974) suggested that, despite the growth in special education over the last quarter century, the results have been less than special. The question: Is special education special?As a discipline, special education has produced a voluminous and variegated data base. The findings from individual studies have proved to be conflicting, variable, and sometimes paradoxical. Special education research, like other domains of inquiry, produces fragile findings. This should not be interpreted, however, to imply that special education research is either inconsequential or devoid of meaning . and inspiration ( Cruickshank, 1978). In fact, Light ( 1979) suggested that agreement in results may not always be the sought after goal, and variation in research findings should not be vilified but, rather, explicated for the possibility of finding important information.The findings from individual studies are best harnessed by systematic synthesis, not by proliferation of primary research. Knowledge must be cumulative, and if accumulated results can provide general and accurate conclusions, policy makers in special education will be in a position to implement decisions with confidence. METHODS OF RESEARCH SYNTHESISIn the past, research synthesis was shaped by the size of the research literature. For example, the question of the efficacy of special versus regular class placement Kenneth Kavale

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“…Several factors are credited for the transition from the isolated special Downloaded by [University of Arizona] at 05:32 10 June 2016 class placement to placement in the mainstream of regular education. One has to do with the accumulated empirical evidence concerning the effectiveness of special classes (Guskin and Spicker, 1968), along with related concerns of the identification and placement of minority children in classes for the EMR (Dunn, 1968). Litigation and legislation rapidly forced educators to seek alternatives to the special class model.…”

Section: Jean R Harbermentioning

confidence: 99%

A Comparison of Two Service Delivery Models for Educating Mildly Intellectually Handicapped Children

Harber¹

1981

The Review of Education

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Educational Research in Mental Retardation

Cited by 57 publications

References 29 publications

Evaluation of Mainstreaming Programs

Evaluation of Mainstreaming Programs

The Efficacy of Special Education Interventions and Practices: A Compendium of Meta-Analysis Findings

A Comparison of Two Service Delivery Models for Educating Mildly Intellectually Handicapped Children

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