Evidence-Based Practices in Special Education: Some Practical Considerations

Abstract

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 156 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.