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Taking the Guesswork out of Locating Evidence‐Based Mathematics Practices for Diverse Learners
Author(s) -
Hughes Elizabeth M.,
Powell Sarah R.,
Lembke Erica S.,
RileyTillman T. Chris
Publication year - 2016
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12103
Subject(s) - intervention (counseling) , psychological intervention , psychology , evidence based practice , best practice , medical education , learning disability , response to intervention , work (physics) , mathematics education , pedagogy , special education , medicine , developmental psychology , alternative medicine , engineering , political science , mechanical engineering , pathology , psychiatry , law
Legislations mandates that educators use evidence‐based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.