Discover the Power of Evidence-Based Practices in Special Education
In the realm of special education, ensuring the success of students with disabilities is a top priority. The Nebraska Department of Education (NDE) has partnered with Hanover Research to create a comprehensive guide on Evidence-Based Practices (EBPs) that are crucial for educators and administrators. These practices are designed to improve educational outcomes and provide a structured approach to teaching students with disabilities.
What Are Evidence-Based Practices?
Evidence-Based Practices are instructional methods that have been tested and proven effective through high-quality experimental studies. They are essential for creating a learning environment that maximizes student engagement and achievement. The implementation of EBPs offers several benefits, including:
- Increased likelihood of positive student outcomes
- Enhanced accountability
- Efficient use of time and resources
- Responsive teaching that meets learners' needs
High-Leverage Practices: The Backbone of Special Education
High-Leverage Practices (HLPs) are a subset of EBPs that are particularly impactful in special education. They are designed to leverage student learning across various content areas and grade levels. Here are a few HLPs that are especially effective for students with disabilities:
- Promote Active Engagement: Use strategies that connect learning to students' lives and employ peer-assisted, teacher-led, and technology-supported methods to increase engagement.
- Flexible Grouping: Assign students to groups based on learning goals, monitor interactions, and provide feedback to accommodate learning differences and promote collaboration.
- Explicit Instruction: Make content and skills explicit by demonstrating problem-solving, strategies, and tasks, especially when introducing new or complex concepts.
- Scaffolded Supports: Provide temporary assistance to help students complete tasks independently, removing supports as they become proficient.
Integrated Co-Teaching: A Collaborative Approach
Integrated Co-Teaching is an evidence-based model where a general educator and a special educator share responsibility for instruction. This model promotes collaboration and enhances learning outcomes for all students. There are six research-based co-teaching models, including:
- Team Teaching: Both teachers share instruction and interact with students, modeling collaboration and communication.
- Station Teaching: Students rotate through learning stations, each led by a teacher focusing on specific skills or concepts.
Research shows that co-teaching improves student participation and achievement, producing positive social outcomes for students with and without disabilities.
The Role of Administrators in Supporting EBPs
For EBPs to be effective, they must be supported by school and district administrators. Administrators can enhance the implementation of EBPs by:
- Ensuring no scheduling conflicts during co-teaching times
- Providing collaborative planning time for teacher teams
- Guiding teams on shared duties and targeted instruction
- Creating ongoing professional development opportunities
- Monitoring student progress through assessments
- Attending training sessions to understand EBPs better
Research indicates that program fidelity improves when both teachers and administrators receive the necessary training and support.
For more information, please follow this link.
