Publication Date
| In 2025 | 0 |
| Since 2024 | 5 |
| Since 2021 (last 5 years) | 27 |
| Since 2016 (last 10 years) | 38 |
| Since 2006 (last 20 years) | 38 |
Descriptor
| Educational Practices | 38 |
| Evidence Based Practice | 38 |
| Students with Disabilities | 38 |
| Special Education | 13 |
| Inclusion | 12 |
| Teaching Methods | 12 |
| Special Education Teachers | 11 |
| Intervention | 10 |
| Foreign Countries | 9 |
| Student Needs | 9 |
| Teacher Attitudes | 8 |
| More ▼ | |
Source
Author
| Condliffe, Barbara | 2 |
| Denison, Dakota | 2 |
| Doolittle, Fred | 2 |
| Kurki, Anja | 2 |
| Maggin, Daniel M. | 2 |
| Power, Hannah | 2 |
| Zhu, Pei | 2 |
| van Dok, Mark | 2 |
| Adrea J. Truckenmiller | 1 |
| Ahmad Saad Alghamdi | 1 |
| Ahmed Mohamed | 1 |
| More ▼ | |
Publication Type
Education Level
Audience
| Teachers | 5 |
| Administrators | 2 |
| Parents | 2 |
| Practitioners | 2 |
Location
| Australia | 2 |
| United Kingdom (England) | 2 |
| Brazil | 1 |
| California | 1 |
| Ghana | 1 |
| Greece | 1 |
| Ireland | 1 |
| Malaysia | 1 |
| Missouri (Kansas City) | 1 |
| New York | 1 |
| Saudi Arabia | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkSlaughter, Robin Suzanne Roddey – ProQuest LLC, 2023
The quality of a person's life, their success in school, and their options after they exit school for employment, recreation, and independence are impacted by the person's ability to read; therefore, it is of paramount importance that all students receive reading instruction from a teacher who feels prepared to teach reading. Access to equitable…
Descriptors: Special Education Teachers, Teacher Attitudes, Teacher Participation, Faculty Development
Peer reviewedLorna Barry; Jennifer Holloway; Jennifer McMahon – Irish Educational Studies, 2024
Teachers are responsible for providing effective education for children with autism, and a range of evidence-based practices (EBPs) have been linked to better outcomes. Teacher perspectives on the implementation of EBPs are essential in understanding why a research-to-practice gap in the field of autism education persists. This study examines…
Descriptors: Autism Spectrum Disorders, Evidence Based Practice, Students with Disabilities, Teacher Attitudes
Maria L. Hugh; LeAnne Johnson; Angel Fettig – Focus on Autism and Other Developmental Disabilities, 2024
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for…
Descriptors: Special Education Teachers, Evidence Based Practice, Students with Disabilities, Autism Spectrum Disorders
Sharon Ray; Imani Diaz; Shelby Doyle; Diane Kim; Alexandria Renieris; Angelica Scardino; Olivia Torres – Journal of Occupational Therapy, Schools & Early Intervention, 2023
There is no research available describing how school Occupational Therapy practitioners (OTPs) in Western New York (WNY) provide services. The purpose of this study was to determine OTP practice patterns in WNY schools, with a focus on delivery of contextual services and the contributing factors, consistent with American Occupational Therapy…
Descriptors: Educational Practices, Occupational Therapy, Evidence Based Practice, School Personnel
Deanna Mozingo Parish – ProQuest LLC, 2022
The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Teaching Methods
Jessica Haley-Clark – ProQuest LLC, 2023
The Individuals with Disabilities Education Improvement Act (IDEIA) and the No Child Left Behind Act (NCLB) require teachers to use evidence-based practices (EBPs) with students with disabilities. Knowledge of EBPs can improve student outcomes and requires training and practice for successful implementation. Teachers have reported a lack of…
Descriptors: Equal Education, Students with Disabilities, Regular and Special Education Relationship, Teacher Education
Nelson, Gena; Cook, Sara Cothren; Zarate, Kary; Powell, Sarah R.; Maggin, Daniel M.; Drake, Kevallyn R.; Kiss, Allyson J.; Ford, Jeremy W.; Sun, Lin; Espinas, Daniel R. – Remedial and Special Education, 2022
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers…
Descriptors: Meta Analysis, Special Education, Evidence Based Practice, Educational Practices
Download full textRowe, Dawn A.; Mazzotti, Valerie L.; Fowler, Catherine H.; Test, David W.; Mitchell, Vickie J.; Clark, Kelly A.; Holzberg, Debra; Owens, Tosha L.; Rusher, Dana; Seaman-Tullis, Rachel L.; Gushanas, Christina M.; Castle, Hannah; Chang, Wen-Hsuan; Voggt, Ashley; Kwiatek, Stephen; Dean, Catie – Career Development and Transition for Exceptional Individuals, 2021
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and…
Descriptors: Students with Disabilities, Special Education, Secondary School Students, Evidence Based Practice
Janis Leinfuss; Erin O'Hara – Journal of Occupational Therapy, Schools & Early Intervention, 2024
Educational inclusion aims to support all students through instructional and contextual designs that promote learning. Educators are assigned the task of teaching an increasingly neurodiverse population with varying neurological processes and perceptions. Traditional school-based settings are designed for individuals with less neurodivergence,…
Descriptors: Students with Disabilities, Neurodevelopmental Disorders, Educational Practices, Inclusion
Forbes, Heather J.; Johnson, Jenee Vickers; Travers, Jason C. – Advances in Learning and Behavioral Disabilities, 2021
The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…
Descriptors: Special Education, Special Education Teachers, Students with Disabilities, Educational Practices
Jordan McNeill Lukins – ProQuest LLC, 2021
Special educators are the primary implementers of evidence-based practices (EBPs) for school-aged students with autism. Twenty-eight strategies and interventions have been categorized as "evidence-based" with demonstrated efficacy for children and youth with autism (Steinbrenner et al., 2020). However, the research-to-practice gap…
Descriptors: Special Education Teachers, Students with Disabilities, Autism Spectrum Disorders, Evidence Based Practice
Garrad, Traci-Ann; Vlcek, Samantha; Page, Angela – Australasian Journal of Special and Inclusive Education, 2022
Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person's ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary…
Descriptors: Autism Spectrum Disorders, Evidence Based Practice, Inclusion, Students with Disabilities
Adrea J. Truckenmiller; Courtenay A. Barrett; Tiffany P. Hogan – Canadian Journal of School Psychology, 2024
Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments,…
Descriptors: Social Justice, Reading Difficulties, School Psychology, Student Evaluation
Warren, Jane; Soukakou, Elena P.; Forster, John; Ng, Lai-Thin; Nteropoulou-Nterou, Evdoxia – Australasian Journal of Special and Inclusive Education, 2021
Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons…
Descriptors: Foreign Countries, Inclusion, Educational Practices, Preschool Education
Horner, Robert H. – American Journal on Intellectual and Developmental Disabilities, 2020
The policy decisions of state, district and school educators affect the extent to which students have access to high-quality practices. This is especially relevant for students with disabilities and their families. This article summarizes a presentation made at the 2019 AAIDD conference and proposes an operational role for policy makers. Two…
Descriptors: Educational Policy, Educational Practices, Educational Change, Students with Disabilities
