Limited Evidence Based Practices in Special Education: What’s a Teacher to Do?: A Meta-Synthesis

Abstract

Since 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.