Opinions About Evidence-Based Practices Among Special Education Teachers

ABSTRACT

Purpose

This study aimed to describe the opinions of teachers of students with autism regarding their knowledge, experience, use, and suggestions for evidence-based practices (EBPs) in Turkey.

Method

A total of 11 special education teachers participated in the semi-structured interviews that were analyzed using descriptive analysis.

Results

The teachers lacked the depth of understanding of EBPs and implemented fewer EBPs, although they agreed on their significance. They indicated the need for high quality preparatory work and trainings for pre- and in-service teachers. They also referred to trainings and coaching to meet this need as well as disseminating EBPs for students with autism.

Discussion and Conclusion

Disseminating EBPs among practitioners (i.e., teachers, social workers) will contribute to closing the gap between theory and practice as success of these students heavily depends on efforts that ensure practitioners deliver consistent EBPs. As to social workers, they should be equipped about EBPs to promote these individuals’ inclusion in society.

KEYWORDS:

• Autism
• special education teachers
• evidence-based practices
• effective practices
• qualitative research

Disclosure statement

We have no known conflict of interest to disclose.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.