The Matter of ‘Evidence’ in the Inclusive Education Debate

2020 ◽  
Author(s):  
Christopher Boyle ◽  
George Koutsouris ◽  
Anna Salla Mateu ◽  
Joanna Anderson
Keyword(s):  
Inclusive Education ◽  
Gold Standard ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Randomized Control Trials ◽  
Evidence Based Practices ◽  
Or Groups ◽  
Need Support ◽  
Randomized Control ◽  
The Many

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials; however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to individual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.

scholarly journals A 8 fold Indigenous Approach for Improving Psycho-immunity: With Special reference to COVID19 pandemic

2020 ◽  
Vol 16 ◽  
pp. 16-21
Author(s):  
Piyush Trivedi
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Current Situation ◽  
Indigenous Studies ◽  
Evidence Based ◽  
Randomized Control Trials ◽  
Medical Systems ◽  
Evidence Based Practices ◽  
The World ◽  
Randomized Control

Enhancement of the Psycho-immunity is important aspect for enhancing the total immunity to prevent from stress, anxiety and infection in the time of COVID19 pandemic. In most developing countries of the world, the traditional medical systems can provide solutions and support to cope with the current situation. Present study aimed to find out some of the evidence based practices related to Ayurveda, Yoga and other Indigenous studies, which are helpful in current situation. The eight basic practices, tools or factors to enhance the level of psychological immunity were described in this study and most of them were tested previously through randomized control trials. These eight tools include – ‘Brain Tonics, Code of Conducts, Golden Rules of Happiness, Yoga, Satvik Karma, Somato-psychic-factors, Adverse effects of biological and psychological pollution, Three Pillars (vat-pitta-kapha) and Three Sub-pillars (aahar-nidra-brahmacharya) of health’ and thus the study presented the holistic mental health care module helpful in COVID19 pandemic.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation

2021 ◽  
pp. 0306624X2110491
Author(s):  
Sara Debus-Sherrill ◽  
Alex Breno ◽  
Faye S. Taxman
Keyword(s):  
Organizational Culture ◽  
Survey Data ◽  
Evidence Based Practice ◽  
Organizational Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Weak Evidence ◽  
The Impact

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization’s ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Improving Inclusive Practices in Secondary Schools: Moving from Specialist Support to Supporting Learning Communities

2005 ◽  
Vol 29 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Joanne Deppeler ◽  
Tim Loreman ◽  
Umesh Sharma
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Psychological Assessment ◽  
Professional Community ◽  
Evidence Based ◽  
Community Of Learners ◽  
Inclusive Practices ◽  
Evidence Based Practices ◽  
Specialist Services ◽  
Alternative Approach

Much of current inclusive education provision in Australian secondary schools relies on ‘specialist’ support from outside the classroom. Students with diverse abilities are placed within the regular classroom and additional specialist services such as therapy, counselling, psychological assessment and special education teaching are required to support their placement. This form of support often relies upon a diagnostic – prescriptive approach where the specialist assumes responsibility for and has a central role in shaping practices. In this paper, we raise issues regarding this model of specialist support in enacting effective inclusive practices in secondary schools. We suggest that one alternative is to shift the focus from the students who are different, to the community of learners in the school. This alternative approach uses collaborative and evidence-based practices to support inclusive ideals and grounds improvement efforts in changes in teachers’ knowledge as well as the cultural and organisational conditions of the school. The purpose of this paper is to prompt further discussion amongst professional community regarding the unique challenges and issues of inclusive practices in secondary schools.

Clinical Cardiology

2016 ◽  
Author(s):  
Demosthenes G. Katritsis ◽  
Bernard J. Gersh ◽  
A. John Camm
Keyword(s):  
Reference List ◽  
Evidence Based ◽  
Cardiac Diseases ◽  
Randomized Control Trials ◽  
Clinical Tool ◽  
Clinical Cardiology ◽  
On Line ◽  
Randomized Control ◽  
User Friendly ◽  
Physical Findings

The purpose of this book is to provide a useful, easily accessible, and user-friendly clinical tool that can be used in the every day clinical practice. Definition, epidemiology, aetiology, and pathophysiology and genetics of cardiac diseases are summarized according to recent evidence. Presentation of diseases, physical findings and investigations for a contemporary, evidence- based approach are organized in a clear and instructive manner. The management of the patient is presented according to most recent randomized control trials and recommendations of guidelines by the ACC/AHA and the ESC. Most recent guidelines and updates have been collected for each topic, and current recommendations have been extracted and presented in abbreviated tables. The reference list is aimed at presenting seminal studies that support statements in the book, randomized control trials that are dictating modern management, and scholarly, instructive reviews that have appeared in the major cardiology journals. Recent only articles are presented in order to guide potential further reading. The on-line editions of the book are updated on a regular basis.

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Autism ◽  
2020 ◽  
pp. 136236132097450
Author(s):  
Nathaniel J Williams ◽  
Lindsay Frederick ◽  
Alix Ching ◽  
David Mandell ◽  
Christina Kang-Yi ◽  
...  
Keyword(s):  
School Culture ◽  
Qualitative Study ◽  
Evidence Based Practice ◽  
School Leaders ◽  
Evidence Based ◽  
School Cultures ◽  
Evidence Based Practices ◽  
Practice Implementation ◽  
Culture And Climate ◽  
School Culture And Climate

Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding mechanisms, we conducted a qualitative study to understand the ways in which school principals embed cultures and climates that support effective implementation of evidence-based practices for youth with autism. Semi-structured interviews with 32 teachers in schools that implemented three closely related evidence-based practices for youth with autism (discrete trial training, pivotal response training, and visual schedules) explored teachers’ experiences regarding (a) implementation of the three evidence-based practices, (b) perceptions of school culture and climate, and (c) principals’ behaviors, practices, and decisions that supported or detracted from the aspects of culture and climate that supported successful implementation. Thematic analysis detailed seven mechanisms that principals used to embed cultures and climates that shaped evidence-based practice implementation. These mechanisms represent actionable targets for school leaders and inform strategies to improve the implementation of evidence-based practices for youth with autism in schools. Lay abstract Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers’ responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students’ needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

The Limitations and Strengths of the Evidence-Based Practice Attitude Scale as a Measure of Correctional Employees’ Attitudes: A Psychometric Evaluation

2017 ◽  
Vol 62 (12) ◽  
pp. 3947-3964 ◽  
Author(s):  
Breanna Boppre ◽  
Jody Sundt ◽  
Emily J. Salisbury
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Evidence Based Practice ◽  
Psychometric Evaluation ◽  
Attitude Scale ◽  
Evidence Based ◽  
Correctional Staff ◽  
Mental Health Providers ◽  
Health Providers ◽  
Evidence Based Practices

Evidence-based practices (EBPs) hold tremendous potential for improving the outcomes of corrections interventions. The implementation of EBPs requires support from staff at all levels of an organization; however, the study of correctional staff attitudes toward organizational change and EBPs is in its infancy. The current study examines the psychometric properties of the Evidence-Based Practice Attitude Scale (EBPAS), an instrument originally designed for mental health professionals, to measure correctional employees’ readiness to implement EBPs. The results indicate mixed conclusions regarding the use of the EBPAS with correctional staff. We found that the total scale and subscales are reliable and exhibit high internal consistency. However, the results of an exploratory and confirmatory factor analysis failed to replicate the factor structure from previous research with mental health providers. The findings indicate potential drawbacks regarding the construct validity of the EBPAS for use with correctional personnel.

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