Effective Schools, Classrooms, and Instruction: Implications for Special Education

Abstract

This article reviews the literatures on the characteristics of effective schools, classrooms, and instructional processes. Central findings from these literatures are summarized, as are important cautions in interpreting this knowledge base. The implications for special education of the effectiveness literatures are discussed. It is the position of the authors that both special and regular educators can learn much from recent research in order to design more powerful and integrated instructional programs for students with special needs.