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date: 23 October 2020

Abstract and Keywords

Increasingly, around the world, educators are being expected to draw upon research-based evidence in planning, implementing, and evaluating their activities. Evidence-based strategies comprise clearly specified teaching methods and school-level factors that have been shown in controlled research to be effective in bringing about desired outcomes in a specified population of learners and under what conditions, in this case those with special educational needs/disabilities taught in special schooling, whether it be in separate schools or classrooms or in inclusive classrooms. Educators could, and should, be drawing upon the best available evidence as they plan, implement, and evaluate their teaching of such learners.

Since around 2010 there has been a growing commitment to evidence-based education. This has been reflected in:

1. legislation: for example, the 2015 Every Student Succeeds Act in the United States, which encourages the use of specific programs and practices that have been rigorously evaluated and defines strong, moderate, and promising levels of evidence for programs and practices;

2. the creation of centers specializing in gathering and disseminating evidence-based education policies and practices, brokering connections between policy-makers, practitioners, and researchers; and

3. a growing body of research into effective strategies, both in general and with respect to learners with special educational needs.

Even so, in most countries there is a significant gap between what researchers have found and the educational policies and practices implemented by professionals. Moreover, some scholars criticize the emphasis on evidence-based education, particularly what they perceive to be the prominence given to quantitative or positivist research in general and to randomized controlled trials in particular.

In putting evidence-based strategies into action, a five-step model could be employed. This involves identifying local needs, selecting relevant interventions, planning for implementation, implementing, and examining and reflecting on the interventions.

Keywords: evidence-based pedagogy, special educational needs, disability, gap between research and practice, implementing evidence-based interventions, research-based practices, scientifically based practices

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