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).
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