Evidence-Based Practice: The Use and Abuse of Research

Autor/inn/en	Imray, Peter; Kossyvaki, Lila; Sissons, Mike
Titel	Evidence-Based Practice: The Use and Abuse of Research
Quelle	In: Support for Learning, 38 (2023) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12438
Schlagwörter	Evidence Based Practice; Research Utilization; Severe Disabilities; Learning Disabilities; Educational Research; Core Curriculum; Individual Differences; Academic Achievement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Forschungsumsetzung; Severe disability; Schwerbehinderung; Learning handicap; Lernbehinderung; Bildungsforschung; Pädagogische Forschung; Kerncurriculum; Individueller Unterschied; Schulleistung; Ausland; Großbritannien
Abstract	The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (1) conflating the need for common strategies to be universally used in teaching, with the 'need' for a common curriculum; (2) quoting research that applies to children with certain types of SEND as though it applies to all children with SEND; (3) assuming there is a homogeneity of learning disability among people with the same condition (for example Down Syndrome, autism) and (4) encouraging assumptions that any academic progress, no matter how small the gain, is axiomatically superior in value for all pupils. The authors conclude that there is need for a new look at 'evidence-based practice' for these populations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01