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A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.
Keywords: effective instruction; law/legal/policy; personnel preparation/professional development; research; reform; school
It seems clear that the vast majority of teachers have the best interests of their students at heart and, working within the constraints imposed by the realities of schools (e.g., limited resources, extreme variability in student characteristics), frequently make valiant efforts to bring about desired outcomes for their students. Indeed, it is common to find special education teachers in their classrooms early in the morning, late into the night, and on weekends; purchasing instructional materials and pursuing professional development with their own money; and working closely with parents, administrators, and other specialists to ensure that they are meeting their students' needs to the best of their abilities. In addition to these endeavors, most teachers put considerable thought into identifying and implementing best practices. The term best practice conjures up notions of instructional procedures mat have been established as effective, merit one's trust, and should be prioritized by educators wanting to optimize their students' educational outcomes.
However, Peters and Heron (1993) noted that best practice became a ubiquitous term many years ago, used to describe a range of practices-including those championed on the basis of personal experience, opinion, and affinity in addition to scientific research. Because so many approaches have been referred to as best practices, including some that are not particularly effective, by such a multitude of sources (e.g., Web sites, textbooks, college instructors, in-service providers, colleagues), many teachers have developed a sense of confusion as to what practices actually are effective and who can be trusted to make such a determination. Due at least in part to this uncertainty, many well-intentioned teachers have been...