The identification and implementation of evidence-based practices by special education and general education teachers continues to be an issue in the field of education (Cook & Cook, 2011; Cook, Tankersley, Cook, & Landrum, 2008). Since the mandates of providing students with disabilities access to the general education curricula (IDEA,…

Dynamic Ecological Analysis (DEA) is a model of practice which increases a teams' efficacy by enabling the development of more effective interventions through collaboration and collective reflection. This process has proved to be useful in: a) clarifying thinking and problem-solving, b) transferring knowledge and thinking to significant parties,…

This report discusses a study that examined state technical assistance (TA) infrastructures that support research-based practices for improved outcomes for students with disabilities served under Part B of the Individuals with Disabilities Education Act. The 10 participating states included: Alabama, Colorado, Iowa, Maryland, Montana, Oklahoma,…

This paper presents the case for furthering the profession of counseling psychology by affiliating with a department of medicine and not working only within traditional graduate programs. Counselor training programs have explicit expectations for faculty to execute a research program that makes a unique contribution to the field. Medical schools…

A study evaluated the Research Lead Teacher (RLT) model in providing follow-up support to 18 general elementary education teachers who were learning and implementing a strategy instruction process. Data indicate it took between 3-9 weeks of the RLT model for teachers to consistently implement all the steps of strategy instruction. (Contains…

The Special Education Training Program at South Carolina State University offers training for school administrators on both theory and practice in designing, developing, implementing, and supervising programs for students with special needs in least restrictive environments. Each course requires a 10-hour field experience and students must also…

This introductory article notes the special issue's purpose of highlighting ways to close gaps between research and practice in special education from the perspective of teacher preparation, inservice training, professional development, and collaborations between researchers and teachers in local schools. (DB)

This document was designed to help teams of policymakers, practitioners, and advocates implement inclusive practices in state and local school systems. It is based on a policy evaluation framework with guiding questions to be used to assess the extent to which state and local systems are inclusive in six key areas: (1) curriculum; (2) assessment;…

This article describes the conceptual professional development model and implementation activities used in Florida to ensure that scientifically based instructional practices are used within the state's classrooms. It reports on the model and practices that have been implemented and validated through collaboration of research professionals, the…

This review provides a framework for evaluating professional development programs designed to enhance the education of students with disabilities. Common components of three successful professional development programs are considered, with attention to connecting theory and practice, involving teachers in collaborative and supportive roles, and…

An examination of the Humanities and Social Justice Teacher Education Project, a collaboration between a university-based group and social studies and English teachers in 7 British Columbia secondary schools found 6 main ways that teachers translated a concern for social justice into their classrooms. Recommended practices are provided. (Contains…

This final report discusses the activities and outcomes of a project that addressed three challenges to improving outcomes for young children with disabilities: (1) a current and thorough synthesis of the knowledge base, (2) the effective translation and dissemination of this information for families, practitioners, and administrators, and (3) an…

A survey of 123 early intervention professionals found they considered recommendations for providing culturally appropriate services important. However, multiple barriers often hindered implementation. Lack of time was the most common barrier to providing culturally appropriate practices, followed by lack of training and lack of materials.…

This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes…

Presents a conceptual framework for teaching science to students with disabilities. The framework suggests integration of explicit instruction in critical concepts, with cognitively-based approaches that emphasize problem-solving skills on real-world tasks. Implications for policy, professional development, and creation of learning environments…