Experiences of Special Education Teachers in Using Evidence-Based Practices

Omar Alhowikan

doi:10.31686/ijier.vol3.iss5.366

Authors

Omar Alhowikan Washington State University, USA

DOI:

https://doi.org/10.31686/ijier.vol3.iss5.366

Keywords:

Evidence-based practice

Abstract

Evidence-based practices (EBPs) are popular in education, particularly special education, and consist of instructional techniques that help close the research-to-practice gap to improve student outcomes. Implementation of EBPs in special education is an ongoing problem. This study aims to evaluate the level of EBP experience among special education teachers. The proposed study will use a qualitative research design. Data will be collected using a semi-structured interview. It will be analyzed, during and after collection, using Ethnograph qualitative data analysis software. The data will be coded, sorted by theme, and interpreted. The study will clarify where and how to improve EBP acquisition in all teachers, but particularly special education teachers.

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