Caseload in Special Education: An Integration of Research Findings

Abstract

Despite escalating special education costs and increasing student needs, policies governing special education caseload remain inconsistent, and implementation is even more variable. This article considers links between (a) instructional group size and student engagement, (b) caseload and academic achievement, and (c) caseload and special education teacher attrition. Findings suggest that (a) larger caseloads and instructional group sizes negatively impact student math and reading achievement; (b) severity of students' needs sway teacher perceptions of efficacy; (c) group or whole class instruction dominates all class sizes, but individualization occurs more frequently in smaller groups; (d) student attending behaviors and academic engagement increase when group sizes decrease; and (e) high teacher attrition and high caseloads appear correlated. Recommendations for future research are discussed.

To Ensure the Learning of Every Child with a Disability

“…More than half of the states currently have initiatives to reduce class size (Russ, Chiang, Rylance, & Bongers, 2001;Wexler et al, 2001). Yet, research on caseload, class size, and achievement in special education is relatively rare.…”

“…Yet, research on caseload, class size, and achievement in special education is relatively rare. In a review of the research, Russ et al (2001) found that larger caseloads negatively impact students' math and reading achievement, individualization is more likely to occur in smaller groups, student engagement and achievement increase with smaller group sizes, and high teacher attrition and large caseloads seem to be related.…”

On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being

“…Researchers have linked job satisfaction to teacher attrition (Bobbitt, Leich, Whitner, & Slynch, 1994;Russ, Chiang, Rylance, & Bongers, 2001) practice related variables such as salaries, credentialing, opportunities for promotion, supervision, recognition, student behavior, working conditions, and sense of autonomy (Evans, 1986). According to Shan (1998), teacher job satisfaction is a predictor of teacher retention, a determinant of teacher commitment, and in turn a contributor to school effectiveness.…”

The Supply of and Demand for Special Education Teachers

“…This demand could also be influenced by teacher case loads, which have been the focus of concern for many professionals in recent years (Russ et al, 2001). …”