Personalizing Research: Special Educators' Awareness of Evidence-Based Practice. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Guckert, Mary; Mastropieri, Margo A.; Scruggs, Thomas E.
• Is Part Of: Exceptionality. Volume 24:Issue 2(2016)
• Page Start: 63
• Page End: 78
• Publication Date: 2016-04-02
• Subjects: Special education -- Periodicals; Exceptional children -- Periodicals; 371.9
• DOI: 10.1080/09362835.2014.986607
• Languages: English
• ISSNs: 1532-7035

Abstract

ABSTRACT: Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers' perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers' awareness of research varies, and (c) teachers' personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers' ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.