Tools for ALL Learners

Overview

The phrase “research based” is often heard in educational discussion. Teachers are likely to say, and believe, that their practices, programs and products are research based.  But what does this actually mean?  How do we know if our practices are truly grounded in research?

Understanding and reviewing the definition(s) of “research based” provides us with the knowledge and skills needed to discriminate between current practices that have a high likelihood of impacting student learning and those that do not.  A strong foundation of effective educational practices is essential in order to maximize the benefit of applied assistive technologies and other interventions.

Selected Reading

Title: The Access Center Research Continuum

Citation: The Access Center. The access center research continuum.

URL: http://www.k8accesscenter.org/training_resources/reasearchapproach.asp

Use Information: “you may use any of our materials, as long as you give

credit to the Access Center.”

Key Ideas

• NCLB specifically defines scientifically based research.
• Various organizations have identified gradients of “research based”. including “evidence-based”, “promising” and “emerging” practices.
• There are resources available that identify effective practices.

Extension and Reflection

Go online to the chart “Strategies to Improve Access to the General Education Curriculum” located on the Access Center website at http://www.k8accesscenter.org/training_resources/strategies_to_improve_access.asp. Scan the document to see a range of evidence based, promising and emerging practices. Which of these are already in use in your school setting?

Additional Resources

• Scientifically Based Research (2003) by Ron Beghetto, ERIC Digest 167 at http://cepm.uoregon.edu/publications/digests/digest167.html