I am interested in looking at propensity score matching comparing children that receive and do not receive services.
There is research on specific special education interventions. It is important to differentiate between special education placements and special educational interventions. Overall, some kinds of interventions have been shown to be helpful. From the early days of study on special education placements, research is mixed but most of it shows that students placed in special education classrooms do worse than those left in regular classrooms. There have been several meta-analyses that all demonstrate special ed placement generally does more harm than good.
Even i am intrested to know this.did u find any research related to it?
1. The effects of special education service on the self‐concept and school attitude of learning disabled/gifted students. By M.Elizabeth Nielsen and Susan Mortorff-Albert published by Taylor & Francis Online if your university has access to.
This study examined the effects of special education programming upon the self‐concepts and attitudes toward school of 76 learning disabled/gifted students. All students had been identified as learning disabled by their school and had an IQ score at or above 124. Eighty percent of the subjects had been labeled as learning disabled/gifted by the school system. The subjects were receiving a variety of special education services, self‐contained classes for learning disabled/gifted, a combination of learning disability resource room and pull‐out program gifted service, learning disability service only, or gifted programming only. These students generally expressed positive attitudes toward school.
The results suggested significant program effects: for general self‐concept, for self‐concept related to perceptions of intellectual ability, for self‐concept related to feelings of anxiety, and for attitudes toward the social aspects of school. Among the school‐labeled learning disabled/gifted, those students receiving either a combination of both gifted and learning disability service or only gifted programming reported higher self‐concepts than did those students receiving intense or exclusive learning disability service.
2. Also A Propensity Score Matching Analysis of the Effects of Special Education Services which you can also access if your college have access to ERIC Journals
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