An Evidence Based Practice Report

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Evidence-Based Practice Report
Throughout time education and specifically special education has evolved. Laws have changed, acts have been passed, but most importantly research has been conducted on how students with exceptionalities learn best. Through the Individuals with Disabilities Act (IDEA) and Elementary and Secondary Education Act (ESEA) “require that schools use programs, curricula, and practices based on scientifically-based research to the extent practicable” (“Evidence-Based…”, 2011). Educational interventions should be strongly supported by evidence of well-conducted research studies (“Evidence-Based…”, 2011). Some of the criteria includes: using a sound research design, research is based on high quality data analysis, and other researchers are involved to review the results (“Evidence-Based…”, 2011). Research-based practices can be matched to a student’s individual needs and skills in the classroom starting during the IEP process (“Evidence-Based…”, 2011).
The US Department of Education defines general education curriculum as “curriculum that is based on the State’s academic content standards for the grade in which a child is enrolled” or the “same curriculum as for nondisabled children” (Yudin & Musgrove, 2015, p. 4). Therefore, special education, related services, supplementary aides and other supports of the child’s IEP must be designed to allow a child to advance in IEP goals and the general education curriculum based on the State’s academic
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