Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development

Abstract

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informedThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

“…For evidence-based practice for special educational needs to be properly developed in schools, the literature points towards the need for teachers, both at pre-service and inservice stages, to have opportunities to engage in collaborative problem-based reflective enquiry which allows them to flexibly consider how evidence-based approaches can be individually applied within the local classroom context (Csanadi et al, 2021;Hick et al, 2019b;Mintz et al, 2020Mintz et al, , 2021Russo-Campisi, 2017). At the same time, there is also support in the literature for the potential for teachers with specific training and knowledge in the effective inclusion of children with SEN, and in specific evidence-based practices, to support generalist teacher colleagues in achieving high-quality teaching, including the flexible use of evidence-based approaches, tailored to the needs of individual children (Cochran-Smith and Dudley-Marling, 2012;Fitzgerald and Radford, 2020;Hornby, 2020).…”

“…There has also been specific interest in how evidenceinformed approaches can be applied specifically to the area of inclusion and special educational needs (SEN). For example, Mintz and Wyse (2015), Mintz et al (2020) and Mintz et al (2021) discuss how a focus on developing teacher and school capacity to engage with research evidence can lead to increased teacher knowledge and skills around effective approaches to including all children in the classroom.…”

“…(2020) and Mintz et al. (2021) discuss how a focus on developing teacher and school capacity to engage with research evidence can lead to increased teacher knowledge and skills around effective approaches to including all children in the classroom.…”

Evaluasi Penerapan Quizizz dalam Pembelajaran Informatika Menggunakan Gibb's Reflective Learning Cycle

“…Evaluasi merupakan suatu proses yang dimana dalam kita menggambarkan informasi yang sangat bermanfaat bagi kita dalam mengmbil keputusan. Selanjutnya keputusan tersebut bis akita gunakan untuk langkan tindak lanjut berikutnya [14] [15]. Dalam Pembelajaran guru dapat memanfaatkan Quizizz sebagai alat bantu evaluasi [10].…”

Pelatihan Pengembangan Soal HOTS dengan Memanfaatkan Quizizz untuk Guru Sekolah Dasar Pedesaan

“…Bahan belajar dan evaluasi oleh guru harus dilakukan secara daring. Evaluasi belajar digunakan guru untuk melihat seberapa berhasil dalam melakukan proses belajar mengajar sehingga untuk kedepannya dapat disusun rencana tindak lanjut untuk terus melakukan perbaikan pembelajaran (Mintz et al, 2021). Evaluasi pengajaran juga dapat digunakan untuk mengukur learning achievement siswa secara individu maupun kelompok.…”