Establishing the State of Affairs for Evidence-Based Practices in Students with Severe Disabilities

Autor/inn/en	Spooner, Fred; McKissick, Bethany R.; Knight, Victoria F.
Titel	Establishing the State of Affairs for Evidence-Based Practices in Students with Severe Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 42 (2017) 1, S.8-18 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796916684896
Schlagwörter	Evidence Based Practice; Severe Disabilities; Educational Strategies; Daily Living Skills; Special Education; Intervention; Task Analysis + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Lehrstrategie; Alltagsfertigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufgabenanalyse
Abstract	The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize, report, and establish the state of affairs for teaching EBPs to students with severe disabilities; examine established practices and considerations for the future of EBPs; and describe the relevance of the EBP movement to advocacy and intervention research for this population. Leading organizations dedicated to improving the lives of people with severe disabilities must continue to place emphasis on practices and research that have provided empirical demonstrations of effect and standards of proof. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01