The equivocal nature of special education interventions is explored. The findings from quantitative research syntheses are summarized to show the variability and unpredictability of special education interventions. It is concluded that special education cannot operate on the basis of law‐like relationships but rather must mediate its interventions through what is known about effective schooling that emphasizes the context of intervention and the critical role of the teacher.
No takes yet. Share an insight, caveat, or question.
Kavale et al. (1993) studied this question.