Leveraging Change: Influencing the Implementation of Evidence-Based Practice to Improve Outcomes for Students with Disabilities

by Lawrence Maheady, Lisa A. Rafferty, Angela L. Patti, & Shannon E. Budin (Learning Disabilities: A Contemporary Journal 14[2], 109-120, 2016):

This introductory article provides a brief overview of the evidence-based practice (EBP) movement in education, highlights potential benefits and limitations to its widespread application in education, and provides a rationale for the papers in this special issue. This paper and the special issue argue for making better use of research findings in typical practice settings to improve educational outcomes for students, particularly those with disabilities. Papers are introduced briefly and placed into a context of four major factors – policy, preparation, professional development, and partnerships – that might be leveraged to expand educator awareness and use of EBP.

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