Evidence-Based Practices in Special Education: A Brief Evolution and Noteworthy Practices.
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| Title: | Evidence-Based Practices in Special Education: A Brief Evolution and Noteworthy Practices. |
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| Authors: | Collins, Lauren W.1 (AUTHOR) lcollins2@sdsu.edu, Cook, Sara E. C.2 (AUTHOR), Cook, Bryan G.3 (AUTHOR) |
| Source: | Teaching Exceptional Children. Nov2025, Vol. 58 Issue 2, p76-77. 2p. |
| Subject Terms: | *Special education, *Educational intervention, *Learning disabilities, *Disabilities, Empirical research, Evidence gaps |
| Abstract: | The article focuses on the evolution of special education, highlighting the transition through various eras leading to the current evidence-based practice (EBP) era, which emphasizes the use of high-quality research to improve outcomes for students with disabilities. It outlines the historical "pioneer era," the "advocacy era," and the "research-based practice era," culminating in the EBP era that began in the early 2000s. The article previews a series of contributions that discuss specific evidence-based practices, including strategy instruction for students with learning disabilities, check-in checkout for emotional and behavioral disorders, video modeling for autism, time delay for students with extensive support needs, and technology-based interventions for students who are deafblind. The authors aim to bridge the research-to-practice gap in special education through the dissemination of these practices. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the evolution of special education, highlighting the transition through various eras leading to the current evidence-based practice (EBP) era, which emphasizes the use of high-quality research to improve outcomes for students with disabilities. It outlines the historical "pioneer era," the "advocacy era," and the "research-based practice era," culminating in the EBP era that began in the early 2000s. The article previews a series of contributions that discuss specific evidence-based practices, including strategy instruction for students with learning disabilities, check-in checkout for emotional and behavioral disorders, video modeling for autism, time delay for students with extensive support needs, and technology-based interventions for students who are deafblind. The authors aim to bridge the research-to-practice gap in special education through the dissemination of these practices. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251382310 |
