1) Class Size Reduction: No Silver Bullet for Special Education Students' Achievement. 2004; Zarghami, F. and Schnellert, G.; International Journal of Special Education; Volume 19, Number1; pp. 89-96; ERIC Document  #EJ852046.

Source: http://www.eric.ed.gov/PDFS/EJ852046.pdf

According to the abstract: “While there are hundreds of studies reported for general education, few researchers have focused on the impact of class size on the academic achievement of students with special needs. Despite escalating special education costs and increasing student needs, policies governing special education remain inconsistent. We examine the effect of class size reduction on special education students. Two issues were explored: (a) appropriate class size and caseload as they influence special education student academic achievement and (b) the effect of class size on special education teacher attrition rate and teaching methods. The implications of these issues for policy makers are also discussed. Findings indicate 1) each state has different rules on class size and caseload for special education, 2) the students demonstrating the most profound needs remain largely unaffected by class size reduction, and 3) that attrition rate is affected more by quality of teacher preparation than it is by class size. Teachers felt inadequately prepared for inclusion and indicated that their primary need was for more specific inclusion training. We identified no single best way to determine appropriate class and group size for special instructional programs and services; 

however, the existence of well-qualified teachers proved an important factor in

increasing student achievement.”

2) Educating Students with Disabilities in General Education Classrooms: A 

Summary of the Research. 1998; Moore, C., Gilbreath, D., and Maiuri, F.; 

Western Regional Resource Center; 16 pages; ERIC # ED419329.

Source: 

http://www.eric.ed.gov/PDFS/ED419329.pdf

According to the abstract: “This document reviews the research on achievement 

and successful practices related to educating students with disabilities in inclusive 

general education classrooms. First, it examines the meaning of ‘inclusion’ and

distinguishes inclusion from mainstreaming and integration. The following 

section explains legal requirements under the Individuals with Disabilities 

Education Act that mandate student placement in the least restrictive environment 

and the relationship of inclusion to school reform. The research on inclusion is 

reviewed separately for its effects on students with mild disabilities, for students 

with more significant disabilities, and for students without disabilities.”

3) Toward Inclusion of Special Education Student in General Education: A 

Program Evaluation in General Education. 2006; Idol, L.; Remedial and 

Special Education; Volume 27, Number. 2; 19 pages.

Source:  

http://gsueds2007.pbworks.com/f/collaboration.pdf 

According to the abstract: “The primary intent of this program evaluation was to 

determine the degree of inclusion of students with disabilities in general education 

classes in four elementary and four secondary schools; the similarities and 

differences in how special education services were offered; and the ways in which 

students with disabilities were supported in the least restrictive environment. Staff 

perceptions of special education services were examined by conducting personal 

interviews with a large majority of the classroom teachers, special education 

teachers, instructional assistants, and principals in each school. The findings 

include descriptions of how far along each school was with inclusion, the amount 

of time students spent in general education, the roles of the special education 

teachers, the rates of student referrals for special education consideration, the 

attitudes of all staff toward inclusion and toward collaboration, and the skills of 

the teachers related to the inclusion of special education students. The findings 

also include descriptions of the impact of inclusion on other students, the 

performance of all students on a statewide test, and the qualitative responses of 

educators toward inclusion. Overall, educators were positive about educating 

students with disabilities in general education settings. They were conservative 

about how to best do this, with many of them preferring to have the included 

students accompanied by a special education teacher or instructional assistant or 

continuing to have resource room services. Nearly everyone favored using 

instructional assistants to help all students, not just the students with disabilities. 

Most educators reported feeling positive about working collaboratively and felt 

they had administrative support to offer inclusive education programs.”