Evidence-Based Practices in Special Education: Current Assumptions and Future Considerations

Abstract

Background The research on evidence-based practices (EBP) in special education has shifted over the last decade from identifying efficacious interventions to exploring issues that impede implementation in the classroom. Common barriers to implementation include absence of training and resources, limited collaboration between researchers and practitioners, and the lack of fit between the intervention and environment. These obstacles are frequently cited in the literature in relation to the disparity between research and practice. Although the barriers cited in the research are valid, it is important for stakeholders to investigate this issue from other perspectives and to consider obstacles not readily discussed.