Education of Students with Disabilities, Science, and Randomized Controlled Trials

The purpose of this article is to examine the application randomized controlled trial (RCT) methodology for determining efficacy school-based interventions in general and special education. In education science, RCTs are widely acknowledged as gold standard research, with other methodologies relegated a lower level credibility. However, scholars from different disciplines have raised variety issues RCT methodology, such utility random assignment, external validity, challenges applying assessing complex service interventions, which necessary many students disabilities. Also, noted that studies largely generated low effect sizes, indicate outcomes do not differ substantially services usual. criticisms primary intervention research disabilities offered along recommendations extending acceptability broader approaches.