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eBook details

• Title: Determining Evidence-Based Practices in Special Education (Report)
• Author : Exceptional Children
• Release Date : January 22, 2009
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 245 KB

Description

Such forces as the standards-based education movement, the mandated participation of students with disabilities in state proficiency testing, inclusion, and the recognition that many students with disabilities are capable of higher levels of academic and social attainment than previously expected have driven an intensified focus on improving outcomes for students with disabilities. Perhaps because many factors that may inhibit the outcomes of students with disabilities are beyond the direct control of educators (e.g., poverty, limited resources, attitudes), special educators have tended to focus their attention on one determinant of students' outcomes over which they have always exercised primary control--teaching practices. Unfortunately, many teachers of students with disabilities have implemented teaching practices shown to have little effect on student outcomes while eschewing many research-based practices (e.g., B. G. Cook & Schirmer, 2003; Kauffman, 1996). In an effort to bridge this research-to-practice gap, lawmakers have emphasized practices that research has shown to be effective in such legislation as the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Act of 2004. Researchers in special education have also conducted initial research on how to effectively support teachers in adopting and maintaining the use of research-based or evidence-based practices (see Wanzek & Vaughn, 2006, for a review of this research). Despite the considerable interest in basing instructional practices on research evidence, special educators have not yet established definitively which practices are or are not evidence-based or settled on a systematic process for determining evidence-based practices (EBPs). EVIDENCE-BASED PRACTICES

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