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Concluding Remarks

Evidence-Based Practices (EBPs) in special education are evolving, shaped by diverse experiences from other fields yet tailored to meet the unique needs of our students. Achieving a balance between various perspectives is challenging and time-intensive, especially given the urgency to advance quickly. Establishing quality indicators is merely the first step toward bridging the research-to-practice gap. Supporting teachers in the effective implementation and maintenance of EBPs presents another significant hurdle. Importantly, EBPs are not a one-size-fits-all solution, necessitating individualized adaptations by educators.

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Concluding Remarks

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Presentation Transcript

    1. Concluding Remarks

    2. Closing Thoughts EBPs in special education are a work in progress Related to the experiences of other fields, yet distinct, reflecting the unique needs of the students we serve Balancing multiple perspectives will be difficult and time-consuming, but there is also press to move ahead quickly

    3. More Closing Thoughts Establishing quality indicators for research and EBPs are only initial steps in the larger effort to bridge the research-to-practice gap Disseminating findings and supporting teachers and teacher-educators to implement and maintain their use of EBPs will also constitute a significant challenge

    4. Final Closing Thoughts EBPs are not a panacea Non-responders and the continued need for progress monitoring and good teaching EBPs are not a one-size-fits-all approach Teachers will need to adapt and individualize EBPs, but maintain their critical features Teachers will not be confined to using only EBPs A bet that is 95% likely to payoff is preferable to a 50/50 wager, especially when the stakes are high

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