Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development

IF 0.6 Q4 EDUCATION, SPECIAL

Support for Learning Pub Date : 2021-05-07 DOI:10.1111/1467-9604.12349

Joseph Mintz, Sarah Seleznyov, N. Peacey, Christopher S. Brown, S. White

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引用次数: 6

Abstract

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence- informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.

查看原文本刊更多论文

自闭症、特殊教育需要和学校残疾的循证实践:扩大专业发展的研究性学习社区模式的范围

研究性学习社区（RLC）是一种越来越受欢迎的专业合作发展形式，它让参与者深入参与研究证据，并使他们自己成为研究人员。本研究描述了RLC模型的使用，以使小学教师能够了解有关自闭症和学校制度变化的研究。一个由专家组成的跨学科团队通过结构化参与最近的高质量研究，指导由学校领导和班主任组成的团队。参与者设计并试验了基于证据的干预措施，为自闭症学生提供支持，并促进了特殊教育和残疾（SEND）的整个学校政策和实践的改进。RLC让他们有空间在相互反思和学习的过程中与其他教师分享自己的经验。评估显示，参与者对领导变革更有信心，并有效利用研究制定SEND学校政策和实践。

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来源期刊

Support for Learning EDUCATION, SPECIAL-

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： The articles in this journal examine the practical and theoretical issues surrounding the education of pupils with special educational needs in mainstream schools. Support for Learning aims to act as a bridge between academics and practitioners. All aspects of curriculum delivery, classroom management and the use of support services are covered. Strategies to eliminate underachievement and promote best practice are especially featured. Most, but not all, issues of Support for Learning, focus on a topical theme. The journal is widely read in the UK and overseas as an authoritative guide to the current state of SEN policy and practice.