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Direct linkClarry, Laura; Wood, Annie; Long, Tony – Journal of Research in Special Educational Needs, 2023
Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or…
Descriptors: Foreign Countries, Special Education, Special Needs Students, Disabilities
Cook, Bryan G.; Collins, Lauren W.; Cook, Sara Cothren; Cook, Lysandra – Learning Disabilities Research & Practice, 2020
Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices--practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from…
Descriptors: Evidence Based Practice, Literature Reviews, Standards, Special Education
Kjersti Sunde Maehre; Bente Isabell Borthne Hvitsten; Catrine Torbjørnsen Halås – Policy Futures in Education, 2024
The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and…
Descriptors: College Faculty, Faculty Development, Public Administration, Human Services
Deanna Mozingo Parish – ProQuest LLC, 2022
The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Teaching Methods
Nelson, Gena; Cook, Sara Cothren; Zarate, Kary; Powell, Sarah R.; Maggin, Daniel M.; Drake, Kevallyn R.; Kiss, Allyson J.; Ford, Jeremy W.; Sun, Lin; Espinas, Daniel R. – Remedial and Special Education, 2022
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers…
Descriptors: Meta Analysis, Special Education, Evidence Based Practice, Educational Practices
Download full textRowe, Dawn A.; Mazzotti, Valerie L.; Fowler, Catherine H.; Test, David W.; Mitchell, Vickie J.; Clark, Kelly A.; Holzberg, Debra; Owens, Tosha L.; Rusher, Dana; Seaman-Tullis, Rachel L.; Gushanas, Christina M.; Castle, Hannah; Chang, Wen-Hsuan; Voggt, Ashley; Kwiatek, Stephen; Dean, Catie – Career Development and Transition for Exceptional Individuals, 2021
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and…
Descriptors: Students with Disabilities, Special Education, Secondary School Students, Evidence Based Practice
Pines, Trudy Ann – ProQuest LLC, 2022
Social and emotional learning has gained much leverage in special education discussion, but limited research has been conducted on the effectiveness of social and emotional programs addressing low engagement in self-contained classroom settings. This qualitative action research study examines the implementation of an evidence-based social and…
Descriptors: Social Emotional Learning, Self Contained Classrooms, Special Education, Program Effectiveness
Forbes, Heather J.; Johnson, Jenee Vickers; Travers, Jason C. – Advances in Learning and Behavioral Disabilities, 2021
The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…
Descriptors: Special Education, Special Education Teachers, Students with Disabilities, Educational Practices
Adrea J. Truckenmiller; Courtenay A. Barrett; Tiffany P. Hogan – Canadian Journal of School Psychology, 2024
Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments,…
Descriptors: Social Justice, Reading Difficulties, School Psychology, Student Evaluation
Kauffman, James M. – Education Sciences, 2021
Making public school accommodating of all learners such that the need for special education is obviated, or at least reduced, has long been a desideratum of educators. Various strategies for making general public education more accommodating of students with disabilities have been tried. The most recent efforts to improve the general education of…
Descriptors: Special Education, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Nandakumar, Vandana; McCree, Nikita; Green, Ambra L. – Intervention in School and Clinic, 2022
Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining…
Descriptors: Culturally Relevant Education, Special Education, Evidence Based Practice, Student Diversity
Cook, Bryan G.; Lloyd, John Wills; Mellor, David; Nosek, Brian A.; Therrien, William J. – Exceptional Children, 2018
Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that…
Descriptors: Special Education, Trust (Psychology), Educational Change, Scientific Research
Chen, Chin-Chih; Sutherland, Kevin S.; Kunemund, Rachel; Sterrett, Brittany; Wilkinson, Sarah; Brown, Christerralyn; Maggin, Daniel M. – Journal of Emotional and Behavioral Disorders, 2021
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to…
Descriptors: Behavior Problems, Emotional Problems, Special Education, Best Practices
2M Research, 2022
Recent research has demonstrated that educators and students succeed when students are present, engaged, socially secure, and academically successful. These practice recommendations draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as…
Descriptors: Social Development, Emotional Development, Elementary School Students, Classroom Techniques
Williamson, Robert L.; Jasper, Andrea; Novak, Jeanne; Smith, Clinton; Hunter, William; Casey, Laura; Reeves, Kay – Journal of International Special Needs Education, 2019
The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP). As new criteria regarding the acceptance of any specific intervention as evidence-based become available, the question arises: Would the application of new…
Descriptors: Evidence Based Practice, Special Education, Intervention, Academic Standards
