Special educators are known for their expertise in effective instructional strategies for students with exceptionalities. With the advent of No Child Left Behind, we are also required to be experts in content and the general education curriculum.
To help you meet these demands, Council for Exceptional Children has developed the Instruction and Curriculum Section of the CEC Web site. Here, you will find information on effective instructional techniques as well as strategies to teach specific content.
While the law requires teachers to use evidence-based practices in their classrooms, the special education field has not yet determined criteria for evidence-based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.
CEC is taking a leading role in defining and presenting evidence-based practices for the field. CEC Professional Standards & Practice Committee has developed a comprehensive proposal for evidence-based practices. The proposal will select criteria to identify evidence-based practices and develop a process by which CEC would identify these practices.
Additionally, CEC Division for Research (CEC-DR) has made recommendations to the Institute for Educational Sciences. CEC-DR said IES should promote research for children ages birth – 21, not just school-age children; research should include social and transition skills; and IES should coordinate with the Office of Special Education Programs regarding the implementation of the Individuals with Disabilities Education Act, among others.
Research Papers: Criteria for Evidence-based Practice (*Read-only PDFs)
* These papers were published in Exceptional Children Vol 71-2 (Winter issue).