Special Education Teachers' Views of Research-Based Practices

TLDR

The study aimed to explore special education teachers’ perspectives on research-based practices and how new practices are introduced and perceived for appropriateness. Focus groups with 49 teachers of students with learning disabilities and emotional/behavior disorders were conducted to gather these perspectives. Teachers reported little pressure to adopt research-supported practices, did not regard the label “research-based” as essential, and instead prioritized feasibility, appropriateness, required materials, professional development, and individualization.

Abstract

Focus groups with teachers of students with learning disabilities ( n = 30) and teachers of students with emotional/behavior disorders ( n = 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practices were introduced within target teachers' schools and their reaction to the appropriateness of these practices for students with special needs. Findings revealed that most teachers were not pressed to use practices supported by their school or district. Furthermore, the notion of “research-based” was not important as a criterion for selection. Teachers sought instructional practices that were feasible, were appropriate for their students, were accompanied by all necessary materials and professional development support, and could be individualized for multilevel classrooms.