While the law requires teachers to use evidence-based practices in their classrooms, the special education field has not yet determined criteria for evidence based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.

CEC is taking a leading role in defining and presenting evidence-based practices for the field. CEC’s Professional Standards & Practice Committee has developed a comprehensive proposal for evidence-based practices. The proposal will select criteria to identify evidence-based practices and develop a process by which CEC would identify these practices.

Additionally, CEC’s Division for Research (CEC-DR) has made recommendations to the Institute for Educational Sciences. CEC-DR said IES should promote research for children ages birth – 21, not just school-age children; research should include social and transition skills; and IES should coordinate with the Office of Special Education Programs regarding the implementation of the Individuals with Disabilities Education Act, among others.

Research Papers: Criteria for Evidence-based Practice (*Read-only PDFs)

Evaluating the Quality of Evidence From Correlational Research for Evidence-based Practice PDF

Quality Indicators for Group Experimental and Quasi-experimental Research in Special Education PDF

The Use of Single Subject Research to Identify Evidence-based Practice in Special Education PDF

Qualitative Studies in Special Education PDF

Research in Special Education: Scientific Methods and Evidence-based Practices PDF

* These papers were published in Exceptional Children Vol 71-2 (Winter issue).

A Review of the Effects of Peer Tutoring on Students With Mild Disabilities in Secondary Settings
Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence based practice.

Characteristics of Students Who Don’t Respond to Research-Based Interventions
This study provides a contextually derived approach to identifying students as non-responders as well as a sample implementation of RTI methodology.

Creating Optimal Opportunities to Learn Mathematics: Blending Co-Teaching Structures With Research-Based Practices
The authors describe ways to blend co-teaching structures with research-based instructional strategies to address students’ mathematical learning needs.

Data-based Decision Making-A Core Feature of Implementing Interventions
Researchers are investigating how data-based decision making enhances results when developing schoolwide positive behavioral support systems, using high stakes assessment scores for school improvement, and integrating curriculum-based measurement into the instructional program. "

Determining Evidence-Based Practices in Special Education
Approaches for establishing evidence-based practices in special education and related fields are described. The five reviews reported in this issue are then analyzed, yielding recommendations for refining how evidence-based practices are established in special education.