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

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.

E-Learning Instructional Management For Students with Intellectual Disabilities

“…The study goes through an iterative cycle of reviewing and revising the curriculum and instructional strategies to create more effective online teaching and delivery. This research inquiry process is based on the problem-solving approach, which has several observational settings and ways to collect the data, which includes online observational fieldwork, parent focus group, surveys, reflective teacher journals, and video recordings of online workshops (Wu et al, 2022). The study was conducted to observe the online learning process targeted at compromising the needs of students with IDs.…”

“…Regarding teaching pedagogy for students with intellectual disabilities (IDs), the "One size fits all" approach does not work. The curriculum design needs to be more "personalized" and changed according to the learner's ability and contexts (Parmigiani, et al, 2021;Petretto et al, 2021;Wu, et. al, 2022).…”

“…Stakeholders include the academics (teachers) or non-academics (parents, guardians, caretakers, or social workers), who always play several roles in managing and supporting the learners. Concluded by Wu et al (2022), this study posited a decision model taking into learner's factors, contextual reality, and professional expertise underpinning reasonable accommodation for students with IDs with the support from families (Estrapala & Reed, 2019;Parmigiani, et al, 2021;Petretto et al, 2021). The technology involved in online delivery needs to be easily accessible and user-friendly.…”

General and special education teachers’ attitudes towards evidence-based practice

“…Both in the international and in the German-speaking context relevant to this study, the question is how EBP should be designed in this context and what criteria should apply to evidence-based interventions (Boyle et al, 2020;Cook et al, 2015;Dekker & Meeter, 2022;Forness, 2005;Grosche, 2017;Hartke et al, 2017;Hillenbrand, 2015;Hornby, 2015;Williamson et al, 2019). At the same time, there are also voices that question EBP, either from a sciencetheoretical or a normative perspective (Ahrbeck et al, 2016;Dederich, 2017;Wu et al, 2022).…”