Journal article review
Evidence-Based Practices for Special Education Teachers: A Review of Current Literature


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Publication Details
Author list: alnaim M
Publisher: National Association for Multicultural Education
Publication year: 2021
Journal: Multicultural education (San Francisco, Calif.)
Volume number: 7
Issue number: 9
ISSN: 1068-3844
Web of Science ID:
PubMed ID:
Scopus ID:
eISSN: 1068-3844


The overarching objectives of this review were to aid teachers of students with disabilities in determining EBPs by identifying what current research details as the process and criteria applicable to the practice selection process. In addition, the review sought to elaborate the recommendations of contemporary literature regarding some of the notable EBPs that currently feature in special educational settings. Accordingly, the thematic analysis herein generated four sets of criteria by which special educators can evaluate the basis of evidence underpinning a practice under consideration, namely: the research designs, quality, and quantity of supporting studies; and the magnitude of effect associated with the given practice. Moreover, the review explored, thematically, the current EBP recommendations regarding how to teach, what to teach, and how to support students with disabilities. Systematic instruction, self-directed learning, and peer-tutoring emerged as the most notable EBPs relating to how to teach. Additionally, the review established the feasibility of specific EBPs to specific content areas, including reading-alouds for the language arts, time delays for teaching academic vocabulary, and graphic organizers for teaching mathematical concepts. Finally, the analysis established that collaborative teaming is a potential evidence-based intervention for supporting the educational and social achievements of students with disability.


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Last updated on 2021-14-10 at 07:59