Evidence-Based Special Education and Professional Wisdom: Putting It All Together

Author:

Cook Bryan G.1,Tankersley Melody2,Harjusola-Webb Sanna2

Affiliation:

1. Hubert Everly Scholar at University of Hawaii,

2. Kent State University

Abstract

There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of special educators will be necessary for evidence-based practices to be implemented effectively and result in improved outcomes for students with disabilities. Specifically, special educators will have to apply their professional wisdom in (a) selecting and adapting evidence-based practices to their students' learning needs and goals, their own teaching strengths, and the educational environments in which the practice will be implemented; (b) assessing the effects of evidence-based practices; and (c) integrating effective teaching techniques in the delivery of evidence-based practices.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Reference31 articles.

1. Effects of Acceptability on Teachers' Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation

2. Brophy, J. & Good, T.L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.

3. The influence of treatment strength information on knowledgeable teachers' pretreatment evaluations of social skills training methods.

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