The Importance of Reduced Class Size The STAR research shows that small classes (15-17 pupils) in kindergarten through third grade (K-3) provide short- and long-term benefits for students, teachers, and society at large.
The landmark Individuals with Disabilities Education Act (formerly the Education for All Handicapped Children Act, dating to 1975) confers on all such children the legal right to a free and appropriate public education in the least restrictive environment, a right to be ensured through an army of advocates, a legion of lawyers, unusual leverage for parentsand a maze of procedures and mandates(Levenson, 2012, p. 2).
Levenson (2012) recommends that districts should focus on hiring more effective general and special education teachers. This will reduce the amount of paraprofessionals needed and it will also increase school budgets.
Levenson (2012) also recommends that districts reduce class sizes so that effective teachers can manage their students better.
Levenson (2012) suggests assigning paraprofessionals several students since this will prevent them from becoming a students best friend. This will help students achieve social goals that may be listed in their IEPs and it will also help them develop relationships with their peers.
Large class sizes contribute to high teacher turnover.
You must do individualized interventions based on functional behavioral assessments for students who are discipline problems and who have reached the point of an alternative placement (regardless of personnel).
Fannie Moore and Terrilyn Ladd EDAS 5810: Advocacy Executive Summary April 9, 2014
A pipeline could be used to introduce novice teachers to the profession. This would hopefully cut down the amount of teachers who leave the profession after just a few years.
According to Cook and Blessing (1970) assistants within the classroom impacted the students who were in special education classrooms to the point that their behaviors improved as did their academics.
Low teacher to student ratios is one of the 8 best practices for students who require an alternative placement according to Tobin and Sprague (1999).
References: Achilles, C.M. (2012). Class-size policy: The star experiment and related class- size studies. NCPEA Policy Brief, 1(2), p. 1-9.
Cook, J. J., Blessing, K. R., & Wisconsin State Dept. of Public Instruction, M. N. (1970). Class Size and Teacher Aides as Factors in the Achievement of the Educable Mentally Retarded. Final Report.
Koch, C. (2012). Illinois special education eligibility and entitlement procedures and criteria within a response to intervention (RTI) framework. Retrieved from http://www.isbe.net/spec-ed/pdfs/sped_rti_framework.pdf
Levenson, N., & Thomas B. Fordham, I. (2012). Boosting the Quality and Efficiency of Special Education. Thomas B. Fordham Institute.
McDaniel, S. C., Flower, A., & Cheney, D. (2011). Put Me in, Coach! A Powerful and Efficient Tier 2 Behavioral Intervention for Alternative Settings. Beyond Behavior, 20(1), 18-24.
Tobin, T., Sprague, J., & Oregon School Study Council, E. E. (1999). Alternative Education Programs for At-Risk Youth: Issues, Best Practice, and Recommendations. Oregon School Study Council Bulletin, 42(4).
Wendel, A., & Mantil, A. (2008). Investing in Teachers for Student Success: The Teaching Fellows Program. Horace, 24(1).