In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings
Author:
Funder
Institute of Education Sciences
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10803-024-06531-y.pdf
Reference57 articles.
1. Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38, 4–23.
2. Acevedo, S. M., & Nusbaum, E. A. (2020). Autism, neurodiversity, and inclusive education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1260
3. Individuals With Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004)
4. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
5. Brantlinger, E., Jimenez, R., Klinger, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–207.
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