Raising Educational Outcomes for Students with Special Educational Needs and Disabilities: A Systematic Review and Meta-Analysis
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| Title: | Raising Educational Outcomes for Students with Special Educational Needs and Disabilities: A Systematic Review and Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Jo Van Herwegen (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Special Needs Students, Students with Disabilities, Outcomes of Education, Intervention, Academic Achievement, Special Education, Mainstreaming, Writing Achievement, Reading Achievement, Mathematics Achievement, Science Achievement |
| DOI: | 10.1002/rev3.70127 |
| ISSN: | 2049-6613 |
| Abstract: | This systematic review and meta-analysis examined randomised controlled trials and quasi-experimental design studies targeting interventions to improve educational outcomes for students with Special Educational Needs and Disabilities (SEND). It identified 467 studies with 2891 outcomes for the narrative review, and 349 studies with 1758 outcomes were included in the meta-analysis. Outcomes included in the meta-analysis related to reading (n = 1139), writing (n = 279), maths (n = 284), science (n = 3) and general attainment (n = 53). While there was substantial variability, targeted interventions for specific SEND groups improved educational outcomes by an average of 5 months compared to control groups, with positive impacts on reading, maths and writing. The setting (mainstream vs. special education) did not affect reading or writing outcomes, but interventions with students in mainstream settings showed larger gains in maths. Intervention effects were consistent regardless of delivery method, implementor or control group type. We discuss the implications of the findings for theory and practice, the research gaps identified and future directions. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/2hy5t |
| Entry Date: | 2026 |
| Accession Number: | EJ1503910 |
| Database: | ERIC |
| Abstract: | This systematic review and meta-analysis examined randomised controlled trials and quasi-experimental design studies targeting interventions to improve educational outcomes for students with Special Educational Needs and Disabilities (SEND). It identified 467 studies with 2891 outcomes for the narrative review, and 349 studies with 1758 outcomes were included in the meta-analysis. Outcomes included in the meta-analysis related to reading (n = 1139), writing (n = 279), maths (n = 284), science (n = 3) and general attainment (n = 53). While there was substantial variability, targeted interventions for specific SEND groups improved educational outcomes by an average of 5 months compared to control groups, with positive impacts on reading, maths and writing. The setting (mainstream vs. special education) did not affect reading or writing outcomes, but interventions with students in mainstream settings showed larger gains in maths. Intervention effects were consistent regardless of delivery method, implementor or control group type. We discuss the implications of the findings for theory and practice, the research gaps identified and future directions. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70127 |
