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dc.contributor.authorCapp, Robyn
dc.date.accessioned2021-11-29T21:15:13Z
dc.date.available2021-11-29T21:15:13Z
dc.date.issued2016
dc.identifier.citationCapp, R. (2016). Limited evidence based practices in special education: What’s a teacher to do?: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12553
dc.description.abstractSince the enactment of No Child Left Behind, there has been a push for scientifically based methodologies in education. While the same holds true for special education, the progress is notably slower than in the general education field. Research in regards to Evidence Based Practices (EBPs) in special education is extremely limited. Furthermore, the individualization of special education and the variation in which each individual presents their disability require that educators not use one approach to meet the needs of all students. Given the limited availability, educators must familiarize themselves with the characteristics of EBPs to make informed instructional decisions. EBPs must be implemented with fidelity. Furthermore, they must monitor student progress and be responsive to each individual’s needs. It is clear that education is in the midst of a scientific based reform. The availability of research is limited, and additional research will need to be conducted in the future.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectNo Child Left Behinden_US
dc.subjectSpecial Educationen_US
dc.subjectEvidence Based Practicesen_US
dc.subjectDisabilityen_US
dc.titleLimited Evidence Based Practices in Special Education: What’s a Teacher to Do?: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-11-29T21:15:13Z


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