Evidence-Based Practices in Special Education: A Reflection on the Philosophy, Research and Teaching

Autor/inn/en	Wu, Chi Cheng; Chano, Jiraporn; Salim, Herli; Kritzer, Jeffrey
Titel	Evidence-Based Practices in Special Education: A Reflection on the Philosophy, Research and Teaching
Quelle	In: Journal of Education and Learning, 11 (2022) 5, S.64-69 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Evidence Based Practice; Special Education; Teaching Methods; Outcomes of Education; Students with Disabilities; Epistemology; Learning Disabilities; Decision Making; Scientific Research; Best Practices; Standards; Educational Quality + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erkenntnistheorie; Learning handicap; Lernbehinderung; Decision-making; Entscheidungsfindung; Standard; Quality of education; Bildungsqualität
Abstract	Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students' learning problems or disability situations betrays a mechanical approach to dealing with issues of students with disabilities. Post/positivism and scientific methods are underpinning threads supporting these developments. Yet, the complexity of teaching practice tends to be overlooked and scientific methods overextended. In this background, this article reviews the philosophy of science so that a more complete and historical understanding of science is represented, which is helpful in facilitating the discipline to draw attention to the limitations of current discussions about EBPs. Subsequently, we raise three ways to elucidate the research and teaching practices. First, ontological, epistemological and methodological diversities should be practiced to interrogate issues related to EBPs. Second, alternative methodologies should be encouraged to counter the environmental and systematic barriers compromising students' learning difficulties. Last, a problem-solving approach should be used to compete with a mechanistic approach in responding to students' learning difficulties. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01