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

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.

Influences on Teachers’ Decisions About Literacy for Secondary Students With Severe Disabilities

“…These contexts can support or constrain teachers' abilities to make decisions according to their beliefs (Cook, Tankersley, & Harjusola-Webb, 2008;Fang, 1996). Preliminary evidence exists that teachers in self-contained classes may be more likely to teach academic literacy skills than those in inclusive settings (Ruppar et al, 2011).…”

Improving Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training

“…Evidence-based practices (EBPs) are instructional techniques that have been shown through reliable, trustworthy research to improve students' learning and behavior (Cook, Tankersley, & Jarjusola-Webb, 2008). Special education teachers' accurate implementation of EBPs can significantly improve academic and social outcomes for students with disabilities (Vaughn & Dammann, 2001).…”

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

“…Professional learning has also been shown to have positive effects on teacher practice (Day, 2007;Hattie, 2009;Robinson, 2007;Wachholz & Christensen, 2003;Wei, DarlingHammond, Andree, Richardson, & Orphanos, 2009), and raising awareness of disability issues has shown some promise in improving attitudes for some groups (Bailey, Barr, & Bunting, 2001;D'Alonzo, Giordano, & Cross, 1996;Spandagou et al, 2008). Careful consideration, however, needs to be given to the models of professional learning required to support students with disruptive behaviour and the relationship between effective practices and individual teacher knowledge (Cook, Landrum, Tankersley, & Kauffman, 2003;Cook, Tankersley, & Harjusola-Webb, 2008). How these also combine within the context and the school (Gersten & Dimino, 2001) may in part be influenced by the attitudes of principals.…”