Abstract
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.
Highlights
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We reviewed data-based decision making and how it is used to support educational outcomes, and the current state of evidence regarding the effectiveness of inclusive education
We provided examples of how evidence-based practices related to data-based decision making (DBDM) can be used to make decisions in inclusive education that prioritizes meeting students’ needs
Summary
The rhetoric of inclusivity has made it unpopular to suggest that evidence of its effectiveness is necessary to support its implementation [13]. While inclusive education is a popular idea, teachers generally do not use evidence-based curricula let alone evidencebased interventions for students with special education needs (SENs) [15]. In inclusive settings, teachers report spending less time with students who have SENs [16], making it unlikely that they are effectively using student data to make decisions about instruction and intervention to ensure positive academic and social and emotional outcomes for students. A majority of the IEPs did not contain information about special education services or related services These are necessary components of DBDM, suggesting that there is not enough information in those IEPs to make data-based decisions about student progress. There is limited research on the use of DBDM in inclusive settings, but research on teaching practices [16], attrition [22], and use of IEPs [30], which document DBDM, suggest that it is not used effectively in inclusive education settings
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