Affiliation:
1. Hubert Everly Scholar at University of Hawaii,
2. Kent State University
3. Department at the University of Hawaii
4. Curry School of Education at the University of Virginia
Abstract
A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.
Subject
Clinical Psychology,Developmental and Educational Psychology,Education
Cited by
89 articles.
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