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As a leader in special education, share how you and/or the administration at you
As a leader in special education, share how you and/or the administration at your organization (or desired professional role upon completing your doctorate) use research to inform your decision-making process. Are evidence-based practices encouraged? If so, how? Do you think this is effective? Why or why not? What are the challenges teachers and administrators face with ensuring they are utilizing evidence-based best practices in the classroom? What recommendations do you have (based on research or observation in your professional setting) for educational leaders to help close the perennial research-to-practice gap in the field of education?
Each thread must be 400 words,demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA
format to support assertions. In addition to the thread, you are required to reply to 2 other
classmates’ threads. Each reply must be 200 words, demonstrate course-related knowledge, and
contain a minimum of 1 citation in current APA format to support assertions. Respond to each classmate in 200 words make sure to address research. All citations must be with in 5 years.
1. (SR)As a leader in special education, evidence-based practices (EBPs) are at the core of our instructional and administrative decision-making processes. At our school, the administration actively promotes the use of EBPs by offering ongoing professional development, ensuring access to the latest research, and cultivating a culture of continuous improvement. This focus on research-informed practices is essential, especially in special education, where students have diverse and complex needs. We have found that encouraging the use of EBPs is highly effective because it enhances the consistency and quality of instruction, ensuring that students receive interventions grounded in proven methodologies. Moreover, it empowers teachers by providing them with strategies backed by empirical evidence, leading to better student outcomes and increased confidence in their instructional approaches.
However, the consistent implementation of EBPs presents challenges. One significant obstacle is the time and resources required for teachers to stay updated with current research and effectively apply new practices. Resistance to change is another challenge, particularly when new strategies demand significant shifts in teaching methods or when teachers feel overwhelmed by classroom demands. Additionally, there is the challenge of making research findings accessible and adaptable to the diverse needs of individual students in the classroom.
I am part of a team this year with the primary goal of adapting our district’s project-based learning curriculum to be accessible and beneficial to our students with the highest level of physical and intellectual needs. This program has traditionally been targeted at general education students who struggle with RTI in the traditional academic or intervention environment. I have the benefit of collaborating with two exceptional educators who are experts in the current program and it is my job as the special education consultant to ensure that the new curriculum is rooted in EBPs which support our students’ diverse strengths and needs. Tailoring instruction in this manner provides students with access to new and dynamic learning opportunities while ensuring educational and intervention fidelity to support through specialized, intensive instructional strategies (Swanson et al., 2013).
To close the research-to-practice gap, I recommend that educational leaders facilitate ongoing professional development focused on EBPs, allowing teachers to learn, practice, and reflect on new strategies in a supportive environment. Creating collaborative communities, such as professional learning communities (PLCs), can also encourage teachers to share experiences, discuss research, and support each other in implementing EBPs. Leaders should ensure that teachers have easy access to the latest research, tools, and resources and support data-driven decision-making, allowing instructional practices to be responsive to the specific needs of students. Finally, educational leaders must model the use of EBPs in their decision-making and provide continuous support and encouragement to teachers as they adopt new practices. By addressing these challenges and offering the necessary supports, we can narrow the gap between research and practice, ultimately leading to improved outcomes for students in special education.
References
Swanson, H. L., Harris, K. R., & Graham, S. (Eds.). (2013). Handbook of learning disabilities (2nd ed.). Hanover, MD: Guilford Press. ISBN: 9781462518685.
2. (EW)In my role as a leader in special education, research plays an important role in informing our decision-making processes. Our administration prioritizes the use of evidence-based practices (EBPs) into our educational strategies to ensure that we are providing the highest quality instruction to our students with disabilities. They systematically review current research to inform our policies, curriculum choices, and intervention strategies, ensuring they align with the best available evidence. This commitment to research-based decision-making is evident in our continuous professional development programs, which are designed to keep teachers current of the latest research and provide them with practical tools for implementation. As a middle school educator, I believe in the use of evidence-based practices (EBPs) so I continuously attend professional development opportunities that focus on the latest research findings. By attending PD’s I can integrate EBPs into our instructional frameworks, ensuring that as teachers we have access to strategies proven to be effective for students with diverse learning needs. This approach is effective because it empowers teachers with tools that have been validated through rigorous studies, increasing the likelihood of positive outcomes for students.
However, there are significant challenges in ensuring that these practices are consistently implemented. One major challenge is the research-to-practice gap, where teachers might struggle to translate complex research findings into hands-on classroom strategies. The rapid pace of educational research can make it difficult for teachers to stay current with the latest developments, leading to the reliance and dependence of outdated methods.
To bridge this gap, I recommend a few strategies for educational leaders. First, fostering a culture of continuous learning where teachers are highly encouraged to collaborate and share insights on applying research in real-world application can be highly beneficial. This can be supported by creating professional learning communities (PLCs) that focus on the application of research. Second, providing ongoing coaching and support helps teachers refine their craft and adapt research-based strategies to fit their unique classroom needs. Finally, simplifying research findings into actionable steps or tools that teachers can easily incorporate into their daily routines can reduce the barrier and promote usage.
These recommendations can also be seen in the text where Moore et al. (2017), highlights the importance of supporting teachers with the necessary knowledge and resources to implement EBPs effectively. “By addressing the challenges head-on and providing the necessary support, educational leaders can significantly reduce the research-to-practice gap, ensuring that all students benefit from the most effective educational strategies available (Moore, 2017)”.
Reference: Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222-232. http://dx.doi.org/10.1177/0741932516683631Links to an external site.
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