special education teaching strategies research based

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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

Alfonso rodríguez-oramas.

1 Department of Sociology, University of Barcelona, Barcelona, Spain

Pilar Alvarez

2 Department of Education, Research Methods and Evaluation, Universidad Pontificia de Comillas, Madrid, Spain

Mimar Ramis-Salas

Laura ruiz-eugenio.

3 Department of Theory and History of Education, University of Barcelona, Barcelona, Spain

Associated Data

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Introduction

In the current social scenario, it is increasingly important to promote a high-quality education as a key requirement to prepare all students—including those students with diverse needs—for the acquisition of the basic skills that are necessary to actively participate in society. The Sustainable Development Goal 4 (SDG4) included in the United Nations 2030 Agenda for Sustainable Development (United Nations, 2015 ) highlights the need to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Inclusive education involves “transforming education systems so they can better respond to learners' diversity and needs (...) fulfilling the right to education with equality (...) not only to access, but also to participation and achievement of all students” (United Nations, 2016 , p. 44). Thus, despite the existing differences in the definition of what inclusion means across countries (Cooc, 2019 ), inclusive education is today recognized as the appropriate educational strategy to promote the education of students with Special Educational Needs (SEN) or disabilities in the international scenario (Malinen et al., 2013 ; Chao et al., 2017 ; De Haro et al., 2019 ).

In this context of increasing support to the inclusion of children with Special Educational Needs into mainstream education (European Commission, 2019 ), the need to going beyond the integration of students with diverse needs in the general classroom should be noted. This becomes the necessary condition for guaranteeing a truly inclusive educational response that makes possible an adequate participation and learning for all students. In this way, as it is warned in the Global Education Monitoring report 2020 (UNESCO, 2020 ), including students with Special Educational needs in mainstream schools that are not prepared to provide them with an adequate inclusive response can end up leading to a worsening of the situations of exclusion experienced by these students. As recent studies point out, the mere integration of students with diverse needs into the general classroom does not immediately translate into the creation of better opportunities for interaction and collaborative work that are fruitful for the whole class (Pinto et al., 2019 ).

In relation to the pathways to improve the educational response for all students, prior research has pointed toward the creation of interactive learning environments as an effective strategy to transform schools into more inclusive spaces, in which shared opportunities for learning and social participation between students with special needs and their peers can emerge (Garrote et al., 2017 ). Different studies reveal that maximizing opportunities for contact and social interaction between students with special needs and their peers can help alleviate the obstacles to participation and social acceptance that students with diverse needs often suffer (Avramidis et al., 2018 ), while it can also increase their opportunities for academic development (Pinto et al., 2019 ). In a similar vein, recent research has provided evidence of the social impact obtained by the implementation of Successful Educational Actions (Duque et al., 2020 ) aimed at increasing the learning and social interactions among students with diverse needs, though the participation of family and community members in various learning activities. Interestingly, Duque et al. ( 2020 ) explored venues to develop more interactive learning environments both when including students with special needs and their typically developing peers in general classrooms, as well as among those students with special needs enrolled in Special Education schools.

Moving toward a more inclusive education through the promotion of interactive learning environments often implies reexamining and expanding the role of Special Education teachers. From the focus on responding individually to the needs of students with special needs—which often implies withdrawing them from the general classroom, thus limiting their opportunities for social interaction with their typically developing peers—recent conceptions of the role of specialist teachers are evolving toward more inclusive approaches, aimed at promoting opportunities for collaborative work and social participation among diverse peers within the general classroom (Rose and Shevlin, 2020 ). Consequently, if the goal is to transform classrooms into interactive environments that offer the maximum opportunities for learning and development for all students, it is necessary to better prepare and support teachers to offer adequate scaffolding to students, so that high-quality interactions among diverse students can take place (Hong et al., 2020 ). In fact, the pedagogical competence of professionals working in the field of Special Education has been highlighted as a determining factor in promoting interaction between peers to improve the communicative and social skills of children (Syrjämäki et al., 2017 ).

Despite the evidence supporting the creation of interactive learning environments that allow students with special needs to increase their opportunities for learning and socialization within the general classroom (Vetoniemi and Kärnä, 2019 ), the educational practice with these students in segregated classroom settings is still a persistent trend in many countries (Somma, 2020 ). This reveals the need to better align the educational practices carried out in schools with the evidence-based knowledge about the most effective ways to promote a more inclusive response to the learning and developmental needs of all students (Mitchell and Sutherland, 2020 ). Some recent studies (Brock et al., 2020 ) have warned that, despite the existence of evidence-based knowledge in the field of Special Education, there is a significant gap between the available research-based knowledge and the practices implemented in schools (Cook and Odom, 2013 ).

Improving teacher education and professional development can be a decisive factor to address this gap. The scientific literature has long pointed to the importance of teacher education and professional development, and its impact on improving the quality of education (Darling-Hammond et al., 2017 ). Regarding the role of teacher education in enhancing inclusion (Florian and Camedda, 2020 ; Ní Bhroin and King, 2020 ), the Salamanca Statement (UNESCO, 1994 ) highlighted the recruitment and training of educational personnel as one of the key axes to advance toward a more inclusive approach to Special Educational needs. Among other contributions, the Declaration stressed that one of main challenges for achieving inclusion was to provide in-service training to all teachers, considering the varied and often difficult conditions in which they provide services. Likewise, it was pointed out that training for in-service teachers should be developed, when possible, at the school level, through interaction with the trainers and with the support of distance education and other self-instruction techniques.

When it comes to examining the challenges to improve the professional development needs of Special Education teachers, Cooc ( 2019 ) identified two international trends: many schools around the world face a shortage of teachers with competency in the field of Special Education, and a significant proportion of teachers express the need for more professional development, especially those who work with a bigger share of students with special needs. If we look at the characteristics that should be present in teacher education and professional development initiatives in the field of Special Education, some studies have highlighted the need to pay attention to the self-efficacy of teachers when it comes to providing an educational response to students with Special Educational Needs or disabilities (Sharma et al., 2012 ; Malinen et al., 2013 ). Not in vain, increasing teachers' sense of efficacy is related to the use of the best educational practices, as well as with the improvement of attitudes toward diversity and inclusion (Sharma et al., 2012 ). Furthermore, the scientific literature has pointed to the power of collaborative work between different types of teachers (Malinen et al., 2013 ; Robinson, 2017 ), as well as among teachers and other key actors (families, other professionals) when developing plans to improve the educational response to students with Special Educational Needs (Ní Bhroin and King, 2020 ). Furthermore, it should be noted that, when it comes to support teachers to getting evidence into use in the field of education (Gorard et al., 2020 ; Joram et al., 2020 ), this must go beyond sharing research trends among the teaching staff and encouraging teachers to make more use of research outcomes. It also implies promoting changes in the “research culture” at the district/regional level, so that teachers can develop a stronger sense of “agency” to take part of decision-making regarding the educational agenda in their schools or districts (Joram et al., 2020 ).

The present study aimed to contribute to the scholarship on how to support teachers working in the field of Special Education to get evidence-based knowledge into use in their school practice, in order to improve the learning and development opportunities of all their students. More specifically, our study analyzed the impact of two dialogic teacher education initiatives developed in Mexico City (Mexico), aimed at preparing in-service teachers working in the field of Special Education to implement evidence-based educational actions to promote more interactive learning environments for all students, including students with Special Educational Needs enrolled in general classrooms.

Materials and Methods

Research questions.

The present study aimed to address two research questions:

• What has been the impact of the participation in two evidence-based dialogic teacher education programs for a group of in-service teachers in Mexico as regards the transformation of their educational response to students with Special Educational Needs enrolled in mainstream schools?
• What are the main strategies that have allowed participants to translate this evidence-based knowledge to their educational practice, with the goal of transforming their classrooms into more interactive learning environments for all students?

Context of the Study

Implementation of successful educational actions: the relevance of dialogic teacher education.

The study focused on analyzing the impact of two teacher education programs developed in Mexico City (Mexico). These training actions were put into practice within the framework of implementation of a broader educational program, entitled Schools as Learning Communities (Garcia-Carrion, 2016 ). This project, first developed in Spain, consists in the transformation of schools into Learning Communities, through the implementation of a set of so-called Successful Educational Actions (Flecha, 2015 ). Successful Educational Actions are evidence-based actions aimed at promoting dialogue and interaction among students, together with the participation of family and community members in learning activities and decision-making at school. Because of the impact obtained by the Schools as Learning Communities in Spain, which was analyzed by the FP6 INCLUD-ED research project (2006–2011) (Flecha, 2015 ), in recent years, the Successful Educational Actions have been transferred to a wealth of schools in different countries (Rodriguez Mello and Marini Braga, 2018 ; Soler et al., 2019 ; Diez-Palomar et al., 2020 ).

Among the Successful Educational Actions analyzed by the INCLUD-ED project, it is worth highlighting two of them which are expressly aimed at transforming the classroom into an interactive learning environment for all students: Interactive Groups and Dialogic Literary Gatherings. In Interactive Groups, the classroom is split into small heterogeneous groups of students (in terms of language, learning level, ethnic origin, etc.). Each small group works collaboratively on different classroom activities, accompanied by an adult volunteer, who is responsible for stimulating interaction between all students as a means to help them complete the different tasks. During a classroom session, each group completes as many activities as groups are formed in the classroom. Through this type of classroom organization, all students are encouraged to participate in learning activities on an equal footing with the rest of the class, thanks to the mutual help among peers and the support of adult volunteers (Valero et al., 2018 ; Zubiri-Esnaola et al., 2020 ). In turn, Dialogic Gatherings consist of transforming the classroom into an interactive learning environment in which students read and share their views on world literature books, in an environment marked by egalitarian dialogue and respect for the diversity of opinions. The Dialogic Gatherings support the development of communication skills and school-relevant knowledge, while creating opportunities for students to build shared meanings about socially relevant issues (Lopez de Aguileta et al., 2020 ). As stressed by Aguilera-Jiménez and Prados-Gallardo ( 2020 ) the implementation of both Successful Educational Actions allow teachers to intensify the interactions among all students, not only in terms of quantity (maximizing the opportunities for cooperation among students), but also in terms of quality and diversity (promoting solidarity and mutual help among students with diverse needs, with the support of adult volunteers).

One decisive feature for the rigorous transferability of the Successful Educational Actions to new schools and contexts is the dialogic teacher education (Roca et al., 2015 ), which seeks to promote evidence-based dialogic training among teachers, allowing them to better sustain their educational practice on the most relevant educational theories and the latest scientific developments in the field. Dialogic teacher education promotes a first-hand approach to primary scientific sources among teachers, in a context marked by egalitarian dialogue between the participants, aimed to promote reflection on how to better translate evidence-based knowledge into their teaching practice. Prior research (Roca et al., 2015 ; Rodriguez et al., 2020 ) examined the impact of dialogic teacher education in Spain, showing that the participation in these training initiatives allowed teachers to build shared knowledge on how to provide a more effective response to the problems found in their school practice.

Dialogic Teacher Education for Special Education Teachers in Mexico

Regarding the current scenario of inclusive education in Mexico, in recent years, different efforts has been undertaken to ensure quality education for all (Hrusa et al., 2020 ), aimed at transforming educational practices and policies in the field of Special Education in Mexico to promote an inclusive education (Garcia-Cedillo et al., 2014 ). However, research shows that a greater drive is needed to translate the inclusion discourse present in the latest reforms to the educational practices put into practice in schools (Garcia-Cedillo, 2018 ). Among the pending challenges to move toward the successful implementation of inclusive education in Mexico, the need for greater collaboration among all stakeholders in the education of students with Special Educational needs—teachers, administrators, families and the community as a whole—has been pointed out. Likewise, the need to advance in the implementation of educational practices and programs aimed at providing equitable and high-quality education for all students, with and without disabilities, has been highlighted (Garcia-Cedillo et al., 2014 ). Furthermore, improving teacher professional development has also been identified as a critical step to foster equity and inclusion (Hrusa et al., 2020 ).

Against this backdrop, the present study explored how dialogic teacher education can equip teachers with evidence-based knowledge, to give a new impetus to inclusive practices in schools, in order to transform their classrooms and schools into more interactive learning environments. More specifically, we analyzed the impact of two evidence-based dialogic teacher education programs for in-service teachers in Mexico City launched in 2018, during the end of the 2017–2018 and the beginning of the 2018–2019 school years. These two programs were delivered by a team of educational professionals trained in the scientific bases of the Schools as Learning Communities project, who work for the civil organization Vía Educación and the Natura Institute in Mexico. Since 2015, this team collaborates with local authorities to transfer the Successful Educational Actions to schools in the city. With this aim, in the last years they have organized numerous evidence-based dialogic training courses targeted at teachers and other education staff. Specifically, our study focused on the experiences of a group of teachers who work in the field of Special Education in Mexico City, which participated in one or both programs described below:

• Initial dialogic professional development program: Throughout 2018, a number of intensive training actions were carried out aimed at teachers, principals, school supervisors and technical-pedagogical advisors at various educational levels (from early childhood to secondary education), in order to train them on the scientific bases that underpin the Successful Educational Actions carried out in the Schools as Learning Communities project. Different evidence-based dialogic training initiatives were implemented, which included a 40 h online training program (which had an estimated participation of over 120 people in total, and a duration of 10 weeks), a 20 h in-person intensive training program for regular and Special Education staff (which had ~125 participants, and lasted one week), as well as a 25 h in-person training program specifically for Special Education professionals (which had ~200 participants and was carried out in three moments over 12 weeks; namely, a first moment, with a duration of 16 h, during the first week, a second moment, with a duration of 5 h, in the middle and, finally, a third moment, with a duration of 4 h in the last week of the training program). Despite having different formats and lengths, all the three initiatives fully covered the modules that comprise the “Raising Awareness” training course that teachers must receive prior to transform their schools into Learning Communities (Garcia-Carrion et al., 2017 ). Thus, the topics of the intensive trainings included the theory of Dialogic Learning and the bases of the Successful Educational Actions (Flecha, 2015 ), with a focus on the creation of interactive learning environments to promote the educational inclusion of all students, including students with Special Education Needs or disabilities.
• Ongoing dialogic professional development program (dialogic pedagogical gatherings): At the beginning of the 2018-2019 school year, a permanent teacher training seminar was created in Mexico City, based on the experience of the “On the Shoulders of Giants” seminars created in Valencia, Spain (Rodriguez et al., 2020 ). These are monthly encounters in which teachers and other educational professionals participate in dialogic pedagogical gatherings (Roca et al., 2015 ), with the aim of deepening on the theoretical foundations of the Successful Educational Actions and improving the educational practice in their schools. For that purpose, the participants read and debate, based on an egalitarian dialogue, the most important theoretical contributions of authors like Paulo Freire, Lev Vygotsky and Jerome Bruner, among others, as well as recent scientific articles published in high-profile journals and top research reports on education. Generally, these monthly encounters are divided into two parts: a first part, which is devoted to the discussion of the selected readings, and a second part, in which different committees are formed, which allow an in-depth discussion on different topics related to classroom practice which are of interest for the participants. The permanent seminar in Mexico City, which was open for anyone who completed any of the initial dialogic teacher education actions described above, had the participation of an average of 60 professionals, including teachers, principals, school supervisors and technical-pedagogical advisors, some of them working in the field of Special Education. The permanent seminar was active during the entire 2018-2019 school year, and sessions were held monthly, with a duration of 4 h per session.

Data Collection

The study reported data collected through in-depth interviews with five teachers working with students with Special Educational Needs or disabilities enrolled in different mainstream schools in Mexico City (Mexico). The criteria used for the selection of participants were the following: (1) participants must be teachers in the field of special education, (2) which had attended at least one of the actions within the Initial dialogic professional development program and/or had been part of the permanent seminar (Ongoing dialogic professional development program), and (3) which had expressed the improvement of their students from the work carried out in dialogic training and the implementation of Successful Educational Actions. Table 1 describes the group of participants in the study, paying attention to their professional position, as well as their experience participating in dialogic teacher education. In order to preserve confidentiality and anonymity, all the names that appear in the study are pseudonyms.

Participants in the study.

Data collection was performed in two stages between 2019 and 2020. Firstly, between July and August 2019, we conducted two paired in-depth interviews (one with Anita and Nora, and another one with Diana and Miguel), as well as one in-depth interview with Roberta. After the preliminary analysis of the information, it was considered suitable to delve into the views and perceptions of two of the research participants, which had been previously paired-interviewed, due to their significant involvement in the dialogic teacher education initiatives conducted, and because they could provide us information of special value (Read, 2018 ) to shed light on the impact of the training actions conducted. Therefore, a second round of fieldwork was planned and carried out in July 2020, which included two additional individual in-depth interviews, one with Anita and one with Nora. This allowed us to obtain a deep insight of the training experiences carried out, as well as on how taking part in dialogic teacher education contributed to transform the participants' educational practice toward their students with Special Educational Needs.

In order to ensure that the study followed the international ethical guidelines for conducting research with human beings, all participants were informed about the objectives and the characteristics of the research, as well as about their rights as participants, including the possibility of withdrawing from the study at any time. Furthermore, all participants in the study provided their informed consent to participate in the research. The study was fully approved by the Ethics Board of the Community of Researchers on Excellence for All (CREA).

Data Analysis

In line with the two research questions posed, the data analysis was aimed at examining the impact of their participation in the dialogic teacher education programs on the teachers involved in the project. The audio recordings from the interviews were transcribed verbatim and analyzed, in order to allow a thorough exploration of participants' experiences, perspectives and views. From this preliminary analysis, a series of themes emerged that illustrate, firstly, the impact that participation in the dialogic teacher education programs had on the participants, in relation to their adoption of evidence-based knowledge, as well as to their vision of their role as teachers in the field of Special Education. Secondly, our analysis brought out the different ways in which participants have managed to translate the evidence-based knowledge gained through the participation in dialogic teacher education into their teaching practice, in order to transform their classrooms into more inclusive learning environments for all their students, including those with Special Education needs. Table 2 summarizes the main themes that emerged from the qualitative data analysis:

Coding scheme.

Impact of the Participation in Evidence-Based Dialogic Teacher Education

First, the findings about the impact that the dialogic teacher education had on the teachers participating in our study are presented. The transformation of their conception of the role of specialist teachers, as well as their commitment to adopt evidence-based knowledge are discussed.

Embracing Evidence-based Knowledge

Dialogic teacher training was aimed at making teachers aware of the scientific bases that underlie the Successful Educational Actions (SEA), to promote their rigorous implementation in the field of Special Education. Notably, this evidence-based knowledge is aligned with the need to promote the inclusion of all students, as well as with the key role of interaction as a tool to promote learning the importance of interaction for learning and social participation of the Students with Special Needs in such inclusive settings. For so doing, an intensive initial training was established, aimed at introducing the theories and evidence that support the Successful Educational Actions to participants. The evidence-based dialogic approach that underpins this training program, which involves presenting primary scientific sources to teachers, meant for many teachers examining their prior educational practice in the light of the scientific evidence. Some participants exposed the initial difficulties to carry out this reflective analysis about their ways of teaching their students, because of their lack of experience in evidence-based training:

• For me the project was rich, but at the same time it struck me because I said, I mean, what I was trained on, is it not supported? Have I been doing it wrong all these years? (Roberta, Technical pedagogical advisor, Special Education)
• Of course, it was a shock because it is something you do not know. I have been a teacher for 25 years. And this was new to me. Totally different, it broke all the schemes (Miguel, Special Education teacher, Kindergarten).

In fact, the emphasis on putting evidence-based knowledge at the service of teachers, in the eyes of Roberta, contrasted with previous teacher professional development experiences, which used to be very focused on presenting “trendy” educational theories, without delving into their theoretical and practical foundations. In her view, that kind of teacher education, which usually run the risk of being replaced by other new approaches when political changes take place in educational administrations, do not have a profound impact on teacher practice:

• This is not common. We find a lot about the latest methodology, a lot of popular methodologies, which are “in fashion,” you know? And that, depending on the six-year term, on the political moment in which you find yourself, you know that it will change. So, I feel that much of what we find as teachers is a bit of confusion, so to speak, because we know that we are going to acquire (knowledge on) what they give us, only for a short time. As soon as they change any person in a position, something else will come. So, they don't allow you to adhere to it or to embrace it, they never tell you about its foundations (Roberta, Technical pedagogical advisor, Special Education).

In contrast, the dialogic teacher education is based on presenting the results of the implementation of Successful Educational Actions, which are evidence-based actions that have been previously implemented in a sustainable way in many schools in very diverse contexts and countries. During the initial dialogic teacher training, all this accumulated knowledge was shared and discussed with teachers. In Anita's opinion, this allowed participants to obtain clear guidelines to start rethinking their practice, to transform it:

• It is not something that you have to invent, the methodology is very clear, (...) it is actually rather that you respect that methodology when implementing it, so that then it achieves the results that have been already proven (Anita, Special Education supervisor).

A key aspect for the consolidation of the evidence-based approach beyond the initial dialogic teacher training was the development of dialogic pedagogical gatherings, which are spaces for horizontal continuous training, in which teachers meet to continue deepening their training. Through the reading and discussion of scientific sources, participants build new knowledge to keep on improving their practice. The fact of promoting these spaces for continuous training have been decisive for participants to make sense of evidence-based knowledge and embrace it:

• This part of having read the books, of listening… because you put your experience, your experiences and so on at stake there, but when you listen to those of others it is like saying: I had not seen it from that perspective. And it has happened, for example, within the services, with the teachers, when we already talked about the readings, and at that moment there were some teachers who said: “I had never thought about it that way, and maybe I'll do it that way.” (Anita, Special Education supervisor).
• But do you know what worked? The Dialogic Pedagogical Gathering. That was what made Linda and Laura (two teachers) convince themselves to put it into practice, to say, “Ok, I didn't want to at first, but if you give me the opportunity, and you come with me [to the classroom], I will.” (Diana, Technical-pedagogical advisor, Special Education).

Rethinking the Role of Teachers in Special Education

One of the fields in which dialogic teacher training has had the most decisive impact is the transformation of the participants' vision of their role as Special Education teachers. As described above, dialogic teacher education follows an inclusive educational approach, which aims to help teachers develop more interactive learning environments for all students through the implementation of Successful Education Actions. This approach contrasts with the more widespread model in Special Education, focused on providing an individual and differentiated response to students with Special Educational Needs or disabilities. This shift in perspective represented an important change for Special Education teachers and raised initial concerns among participants about the feasibility of implementing the project in classrooms serving diverse students. In the words of Roberta:

• I fell in love with the project, (...) but at the same time, there were questions like “how are we going to connect it here in Special Education? How are (we going to manage) the difficult situations (...)? How are we going to let all the parents enter?” Those were questions that were being generated… (Roberta, Technical pedagogical advisor, Special Education).

In addition, the possibility of transforming classrooms into inclusive contexts aroused among the Special Education teachers the fear that their educational task with students would be blurred or could even disappear:

• The point is that the changes that have occurred in the Special Education model have been complex for some teachers, because they have gone from working directly with the child, to now no longer be able to do so. So, for some it has been like taking away, to a certain extent, the tool they had to work with children (Nora, Pedagogical Advisor, Special Education).
• Then suddenly I got into conflict and I told them: these 14 years that I have been a teacher have been of no use. Because at the end of the day in Special Education they have always told you... at the beginning of the school year we based (our work) on the characteristics and abilities of the children, then, from that diagnostic evaluation your work (is developed) throughout the school year. And when you told me that this was not supported (by evidence), I said: “I have not done anything right!” (Diana, Technical-pedagogical advisor, Special Education).

Overcoming these initial resistances involved creating opportunities for dialogue and meaning-making among participants, so that specialist teachers could see opportunities to redefine their role in supporting students' needs in an interactive learning environment. In this sense, the dialogic teacher training thus opened the door for teachers in the field of Special Education to rethink their vision about their own professional task, in line with the goal of transforming the classroom to maximize the opportunities for learning and social interaction of their students with Special Educational needs or disabilities in collaboration with their peers:

• Sometimes I do believe that in Special Education we segregate (the students), we do not include (them). Being immersed in a school and realizing that we only serve this type of student, when we should be serving the entire school, is what limits us. But I do firmly believe that this type of educational action (...) opens the door to all of us (Diana, Technical-pedagogical advisor, Special Education).
• Just the fact that you look at these other possibilities that allow you to work to favor that context, and that it is really going to have an impact on that student, and that you can really see it, that is like changing to another perspective: that you can do what you should, not focusing on the student with SEN, but that you really must see the environment, the community (Nora, Pedagogical Advisor, Special Education).

Translating Evidence-based Knowledge into Practice

In what follows, we present the findings regarding the strategies employed by participants to translate the evidence-based knowledge acquired through their participation in dialogic teacher education to their teaching practice, in order to transform their classrooms into more inclusive interactive learning environments. Participant's efforts to implement the Successful Educational Actions, as a way to foster the learning opportunities of all their students, including those students with Special Educational Needs, together with the importance of promoting the family and community participation, as well as the need to guarantee the sustainability of the dialogic teacher education are illustrated.

Implementing Successful Actions to Promote More Interactive Learning Environments for All

When analyzing how the dialogic teacher training helped participants to start promoting changes in the schools in which they work, they emphasized the implementation of Interactive Groups and Dialogic Gatherings in their schools as the driving force for the transformation of their educational practice, aimed at building more interactive environments for all students, including those with SEN or disability. Promoting the implementation of these evidence-based actions meant, in the eyes of the participants, putting into practice a truly inclusive approach, thus favoring the participation of students with SEN in the learning activities:

• When we were starting the school year, there was a lot of talk about inclusive policies, and all that stuff. But it was lip service, because really the teachers, in doing so, failed. But when Interactive Groups began to be held with children, very important changes occurred (Miguel, Special Education teacher, Kindergarten).
• So (with), Interactive Groups, Dialogic Literary Gatherings, which is what has been implemented in this school year with the students, you can work on it with all the children. All students, regardless of their condition. Whatever the student, you see that they learn, that they participate and that the community is involved (Anita, Special Education supervisor).

To illustrate the changes in the classroom learning environment that took place from the implementation of Interactive Groups and Dialogic Literary Gatherings, Diana and Miguel brought up the case of Marcelo, a 5-year-old pupil with an intellectual disability and a family's history of abuse, enrolled in the 3rd year of Early Childhood Education:

• This case attracted me in a special way because no one could control the poor kid. It has a very sad story (...) because the child, if we caught his attention, ran and got under the desk, as if to protect himself. Or he would run and crawl under his own chair. (...) (Miguel, Special Education teacher, Kindergarten).

Up to that point, the educational response to Marcelo's special needs had been focused on trying to control his behavior when in class, to the detriment of his learning objectives:

• The teacher, she was already a senior, and she had a hard time recognizing Marcelo's strengths. She was more determined in ensuring that the child was sitting than in his learning. Or to have him coloring (during class), so that he would not disturb others (Diana, Technical-pedagogical advisor, Special Education).

In his second year at school, and after the participation of part of the school's teaching staff in dialogic teacher education, Interactive Groups began to be implemented in Marcelo's classroom. At that point, Miguel, as the Special Education teacher, proposed that Marcelo participate in the groups with the rest of his classmates. The participation in Interactive Groups gave Marcelo the opportunity to increase his social interactions with his peers aimed at the acquisition of learning objectives. In Miguel's eyes, the opportunity of taking part of the learning activities in an environment marked by mutual help and collaborative learning with their peers and an adult volunteer contributed to boost Marcelo's learning:

• I said to the teacher: you know what? We are going to work on this with him. I didn't know... And we started working at Interactive Groups. The child already recognizes quantities and numbers from 1 to 10, he recognizes them, as soon as you ask him, he says them in a skipped way. And that happened because of the Interactive Groups that we did in mathematics (Miguel, Special Education teacher, Kindergarten).

Interestingly, they also highlighted how the participation in Interactive Groups meant a personal transformation for Marcelo: from being “very labeled (...) the one who hits (his classmates), the one who cannot stay still” (in Diana's words), he started to feel just like another member of the class, able to contribute to the classroom work, and to get help from his peers when needed. Hence, the implementation of Successful Educational Actions made it possible to transform the classroom climate in favor of a more stimulating environment for interaction and learning for all. Not only students with special educational needs benefited from this change, but the entire group:

• With the parents who worked with the children (as volunteers) (…) the child went unnoticed. You wouldn't say “this kid has an intellectual disability.” Because he participated like the other children. (...) that was very shocking for me. And if the children themselves saw that he couldn't, they helped him.

It should be noted here that the implementation of evidence-based actions (Interactive Groups and Dialogic Literary Gatherings) meant an opportunity for participants to move from discourse to action when it comes to transforming their classroom practice to promote the full participation of students with Special Educational needs. This process required teachers to examine their own beliefs and expectations toward these students. Anita illustrates this change in perspective through the case of Marco, a 1st grade school student with a developmental disability, which caused him a speech delay, among other communication disorders. Anita explained how the student's evolution from his participation in Successful Education Actions led her and the rest of the teachers to realize their initial low expectations toward his learning possibilities:

• We saw him, and I tell you we saw him because I (saw him that way) too, and I had to “eat my words,” because we saw him very far away, and then we said, “this little boy (it is enough), if he goes to school and socialize, and maybe he could learn to interact with his classmates…” Unfortunately, sometimes you resign yourself… (...) but no! When the (standardized) test was reapplied, (...) the child had already accessed literacy, in mathematical thinking the child had acquired the contents of the grade... and it was something that really surprised us a lot, because I must say that we didn't even realize when the student actually started to read! (....) With this student, our expectations, unfortunately, and yes, I accuse myself, because it wouldn't have to be that way, our expectations were very low to him.

Involvement of the Entire Community

Another key action carried out by participants to translate the evidence-based knowledge gained through the dialogic teacher training into their classroom practice with students with special needs was promoting the participation of family and community members in the school. Among the opportunities for the engagement of family members in the learning activities of students with SEN, the participants highlight the possibility that parents enter the classroom to cooperate as volunteers in the implementation of Interactive Groups. This allowed family members to get to know the educational situation of the student and their needs, while facilitating their communication with teachers:

• Regarding other strategies that we carry out in Special Education, I think it has been a plus that, while you are applying the actions, the Interactive Groups or the Dialogic Literary Gathering, the parent is integrated. So, it doesn't require you to have an interview with the parent separately; the parent him/herself is realizing the needs (of the student), and you are not the spokesperson for what he/she should do with the child outside of (school), but it arises from the desire of the parent him/herself (Anita, Special Education supervisor).

The possibility of establishing this close contact with families allowed teachers to involve them directly in the student's learning, establishing formulas to transfer the support that students' needs beyond the school's hours:

• We need them. But I believe, well, I am sure, that this has been something decisive and with which we have struggled the most in the 8 kindergartens (whom I supervise). The fact that a parent comes (to the school) with a specific goal, which is not to bring breakfast, nor to clean the bathroom, nor fix the desk… to let them see and have a commitment to their children's learning. Or we have many family members who are the grandfather, the uncle, the tutor... but who are clear in what they are going to give support on. And (we have) very pleasant experiences in which they have realized how to help them (Diana, Technical-pedagogical advisor, Special Education).

Nora illustrated the possibilities that emerge from this collaboration with families through the experience of Leo, a 6-year-old student with an intellectual disability enrolled in the third year of early childhood education. In the following excerpt, she explained how Leo's Special Education teacher was able to capitalize on the participation of Leo's mother in the classroom, in order to provide her with tips to reinforce her son's learning at home:

• For example, in the case of Leo, (...) just something that allowed us to see the use of the different materials, and see what caught his attention and, later, the specialist teacher designed materials that she gave to her mother, to work at home. So, it's like saying: “we already work on this in Interactive Groups, he still has a little difficulty, but look, here is the material that you are going to take this week, to work with him at home, and in a week, we'll come and see if there was further progress.” So, we would meet the following week with the material and the child (...) and see if she had favored the use of the material with him. And then, she herself would say: “well, what are you going to give me now? What have you been working on with in Interactive Groups?” (Nora, Pedagogical Advisor, Special Education).

Engaging families in their children with Special Educational needs' learning not only allows them to support them more effectively outside of the classroom, but also turn family members into firsthand spectators of their children's progress, while increasing their appreciation of the work done by teachers. This was revealed in Marcelo's case when his mother began to participate regularly in Interactive Groups as a volunteer:

• Marcelo's mother comes when we do Interactive Groups (...) when we finished and we asked them as volunteers what their reaction had been, what they liked and so on, she started to cry, and she said to the teacher Miguel: “Thank you very much, because I had never seen my son sitting for more than 5 min in an activity, thank you for what you have done with my son.” So, I think that these types of situations leave a mark (Diana, Technical-pedagogical advisor, Special Education).

Building and nurturing this type of collaboration with families required a significant effort on the part of teachers when it comes to involving families in the evidence-based dialogic approach that underpins their classroom practice. At the same time, it required a transformation of expectations toward the role of families in their children's learning. The participants pointed out the relevance of their gained experience through dialogic teacher education to start promoting this dialogue with families. In Miguel's words:

• I think magic happens when you feel heard. In addition, when you don't go to school just to hear complaints, that you don't know how to be a parent, that your child doesn't behave well, that you don't know how to do things… (Miguel, Special Education teacher, Kindergarten).

Making Dialogic Training Sustainable to Keep Improving School Practice

Transforming classrooms into interactive learning environments to promote the learning and development of all students, including those with Special Educational Needs, required an ongoing effort and commitment on the part of all educational agents, which allowed them to consolidate the transformations undertaken and to deepen the improvement of educational practice. To this end, the participating teachers highlighted the continuity of dialogic teacher education—through the participation in the dialogic pedagogical gatherings within the permanent seminar—as a key formula to make the improvements promoted in their schools sustainable. This ongoing dialogic teacher education has helped participants not to lose focus of the goal that is at the heart of all these efforts: to improve the learning opportunities of all students, especially those with special needs:

• The fact of attending monthly helps you (...) to maintain this link and this part of: ”Let's remember why we are in this situation, why we are dreaming this part, what we have in common“. Well, I left after the seminars, at the end, with this desire to continue, with this continuity to think about what else to propose to finally achieve these objectives that we had. That I think it helped us to have them very clear (Anita, Special Education supervisor).

Stimulating this renewed and constant commitment to evidence-based dialogic training among teachers made it possible that the transformations promoted in the school do not depend on the political initiatives of the moment, nor on the commitment of a specific group of teachers, but rather transcended them and reached the community, thus becoming part of the vision of their schools:

• We have good foundations, I think we have educated ourselves and we have created a network among ourselves, and that must sustain us. (...) It is not a burden that we say: “no, as people have already changed, here we leave it, and now let's see what they give us.” On the contrary, the commitment is still there, and even greater, because perhaps there is no longer someone who is asking you for evidence of what you are carrying, but you are doing it because you are seeing the results, and you know that this is a benefit for the community (Anita, Special Education supervisor).

Participants recognized that commitment and rigor are necessary ingredients for the dialogic teacher training to become continuous and sustainable. At the same time, the creation of networks of support and collaboration between teachers has helped participants not to lose heart and cope with difficulties collectively:

• If we meet on Tuesday, come rain or shine, on Tuesday we will be there. Be very, very formal with the commitment. In that case, yes, I admire Nora because, yes, she is extremely responsible in this type of task. And the days that we stayed, those days they were there. And what is the result? Well, obviously, the community joins in, the parents, the teachers, etc (Anita, Special Education supervisor).
• I do believe that the entire team is willing to follow this as far as it must go (...) We are going to carry on, and for me it is a pride to say that (so shall) despite the limitations… (Diana, Technical-pedagogical advisor, Special Education).

The present study explored the transformative pathway undertaken by a group of in-service teachers working in the field of Special Education in Mexico. After engaging in two different dialogic teacher education programs, participants introduced changes in their educational practice with the aim of increasing the opportunities for learning and social participation of their students with Special Educational Needs enrolled in general classrooms. In addition, the study identified the forms through which the participating teachers managed to embrace this evidence-based knowledge and translate it into their daily educational practice, in order to create more inclusive and interactive learning environments for all their students, including their students with Special Educational Needs. Hence, the emphasis of dialogic teaching education on preparing participating teachers to implement interactive, evidence-based interactive learning environments had an impact on participants, helping them to redefine their practice as Special Education teachers working in mainstream schools.

While there is growing consensus regarding the relevance of creating evidence-based interactive learning environments to move toward the goal of ensuring an inclusive education for all (Pinto et al., 2019 ; Duque et al., 2020 ), segregation—usually in the form of withdrawing pupils with Special Education needs from the general classroom for support—is still a common practice in the field of Special Education in many countries (Rose and Shevlin, 2020 ; Somma, 2020 ). Faced with this reality, our study pointed to dialogic teacher education as a powerful strategy for the professional development of Special Education teachers, a field that is facing important changes (Rock et al., 2016 ) linked to the need to promote more transformative teacher education models aligned with the principles of inclusive education.

Our findings revealed the importance of creating spaces for dialogue and exchange that allow teachers to get familiar with evidence-based scientific knowledge, while they reflect on the role that Special Education teachers should play, to contribute to the goal of increasing the opportunities for learning and social interaction of students with Special Educational Needs within regular classrooms. Our results are in line with those of other studies placing teacher education as a critical tool to move toward more inclusive educational approaches (Robinson and Goodey, 2017 ; Florian and Camedda, 2020 ), and stressing the need to advance in the study of the tools and programs that offer better support and preparation for teachers when developing their teaching work in more inclusive contexts.

Furthermore, the study has made it possible to identify keys to transferring evidence-based knowledge regarding the relevance of interactions for learning to everyday practice in the field of Special Education, an aspect in which a gap had been identified (Cook and Odom, 2013 ). In this regard, the study revealed a series of strategies that have allowed participating teachers to translate the knowledge acquired through dialogic teacher education into their daily practice, in order to ground their educational actions in evidence-based knowledge. Firstly, our findings revealed how through the implementation of two evidence-based Successful Educational Actions that transform the classroom into an interactive learning environment (namely, Interactive Groups and Dialogic Literary Gatherings) they have managed to increase the interactions among students with and without Special Educational Needs, aimed at solving learning activities within the classroom. These findings coincide with those of previous studies, which have pointed to the power of Successful Educational Actions as tools that fosters inclusivity, through the social interaction between students with diverse needs (Duque et al., 2020 ; Zubiri-Esnaola et al., 2020 ). The transformation of the learning environment through the implementation of these Successful Actions not only had an impact on students with Special Educational Needs' opportunities for learning, but also on their peers, since it allowed students without special needs to actively get involved in the academic process of their peers with diverse needs, thus increasing the opportunities to maximize interactions among students in terms of quantity, quality and diversity (Aguilera-Jiménez and Prados-Gallardo, 2020 ). In addition, our findings revealed how, through the involvement of families and other members of the community in the classroom, teachers were able to strengthen the impact of the Successful Actions aimed at improving the learning and social outcomes of students with Special Educational needs, thus extending the impact of these interactive learning environments beyond the classroom. In line with the findings of other studies that highlight the need for teachers to join forces with key stakeholders to improve the educational response to students with special needs (Ní Bhroin and King, 2020 ), our study showed how engaging families in the transformation of the classroom's learning environment has been a critical tool to move from discourse to action when increasing the learning opportunities of students with Special Educational Needs. Furthermore, participants highlighted the importance of a sustainable commitment to dialogic training, in order to continue improving their educational practice through the implementation of evidence-based knowledge aimed at favoring the inclusion of their students with Special Educational Needs.

In the context of growing global agreement on the need to move toward inclusive education for all (United Nations, 2015 ), our study has contributed to shed light on two dialogic teacher training initiatives (initial and ongoing dialogic professional development programs) that allowed a group of teachers working in the field of Special Education to improve their preparedness to respond to the needs of Special Education students enrolled in general classrooms. Through an evidence-based dialogic approach aimed at equipping teachers with theoretical and practical tools to strengthen their collaborative work (Robinson, 2017 ) with general teachers and with families and other members of the community, dialogic teacher education provided an opportunity for the participants to rethink and give a new impetus to their role as teachers in the field of Special Education. In this sense, the participants' renewed vision of the centrality of Special Education teachers when it comes to transforming general classrooms into more inclusive spaces for all students—which emerged and flourished from the participation in evidence-based training—is aligned with prior research emphasizing the need to support teacher's self-efficacy when serving students with Special Educational Needs (Sharma et al., 2012 ; Malinen et al., 2013 ; Chao et al., 2017 ). Furthermore, our findings are in line with those of Ruppar et al. ( 2018 ), which highlighted how the efforts of teachers to value the capacities of students with diverse needs and raise expectations toward their learning possibilities have an impact on the professionalization and recognition of teachers working in Special Education. The ways in which the participating teachers detected their (prior) low expectations regarding the learning possibilities of their students with special needs and, as a consequence, started promoting transformations in the classroom (such as the implementation of evidence-based actions like Interactive Groups or Dialogic Gatherings, the participation of families in the classroom and the creation of spaces for continuous dialogic teacher education, etc.) offered an example of the impact of involving Special Education teachers in high-quality training opportunities on the improvement of their educational work with Special Education students in the general classroom.

The study has some limitations that must be noted. First, the information collected in the study is largely based on the perspectives of the participating teachers collected through in-depth interviews. In order to gain a deeper understanding of the impact of the evidence-based dialogic teacher education on the academic experiences of their students with Special Educational Needs, further studies must delve into these processes, collecting the voices of other relevant stakeholders (families, students with Special Educational needs, peers without Special Educational needs, etc.). This may allow us to provide a more nuanced and in-depth picture of the role of the different actors involved in transforming the classroom into a more inclusive learning environment. Likewise, the study focused on the results obtained after the first year of implementation of the Successful Educational Actions. Although the information analyzed provided detailed evidence of the improvements achieved in the classrooms involved in the study, more research is needed in order to analyze the evolution of these improvements over time. In addition, further research may deepen on the necessary conditions for the dialogic training of teachers to have a direct impact on daily practice in the classrooms, which may inform future evidence-based dialogic teacher training programs in the different countries which are currently implementing Successful Educational Actions. Notwithstanding its exploratory nature, the study suggests the promising impact of dialogic teacher education on the transformation of the educational practice of a group of Special Education teachers in Mexico, a country that in recent decades is making strides to establish more inclusive educational policies (Garcia-Cedillo et al., 2014 ; Garcia-Cedillo, 2018 ) and to improve teacher professionalization (Hrusa et al., 2020 ). The efforts of participants to align their practice with the evidence-based knowledge gained through dialogic teacher education to transform their classrooms into more interactive learning environments that embrace students' diversity illustrate the need for further research on how to improve teacher education and professional development to contribute to the shared goal of ensuring more inclusive learning environments for all.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by Ethics Board of the Community of Researchers on Excellence for All (CREA). The patients/participants provided their written informed consent to participate in this study.

Author Contributions

We declare that all authors have made substantial contributions. LR-E and AR-O contributed to the conceptualization of the study under the research line successful educational actions and schools as learning communities in the framework of the Ramon y Cajal grant (awarded to LR-E) and the AR-O's Ph.D. AR-O collected the data. PA drafted the manuscript. All authors contributed to the formal analysis, discussion of the data, and made edits for important intellectual content. LR-E and MR-S revised the final version of the manuscript. All authors approved the final manuscript.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer L-CM declared a shared affiliation, with no collaboration, with some of the authors AR-O, MR-S, and LR-E, to the handling editor at time of review.

Acknowledgments

The authors of this article would like to thank the Special Education teachers that were part of this study for their openness and good disposition for the research, the Vía Educación team whose work has contributed to create more inclusive and interactive learning environments in numerous Mexican schools, and the Instituto Natura international team who coordinate the Latin-American network of Schools as Learning Communities.

Funding. This research was funded by the European Social Fund and Spanish Agency of Research under the Ramon y Cajal grant number RYC-2015-17533.

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Research and best practices for SDI

• The ASD Nest Model: A Framework for Inclusive Education for Higher Functioning Children with Autism Spectrum Disorders This well-researched and evidence-based program was formulated in response to the severe shortage of educational programs designed for higher-functioning school-age children with ASD, which often leads to inappropriate placement, and a lack of supports...all of which inevitably results in poor educational experiences. In an effort to prevent this happening, this program uses a positive behavior support approach and incorporates strategies that address areas of difficulties common in children with autism spectrum disorder, specifically sensory functioning, social relatedness, self-regulation, managing anxiety, and selective cognitive problems. This program helps children with ASD function comfortably and successfully in mainstream settings in their schools and communities, whenever feasible, with decreased need for professional support. Having ASD does not need to result in a lifetime of dependency on others. We can give your loved one the tools needed to gain a lifestyle of healthy independence. With results-driven strategies on every page, be sure to add this must-read title to your ASD resources. Available for purchase from AAPC Publishing.
• Autism Internet Modules The AIM project provides parents and professionals with the up-to-date information they need to help individuals with ASD achieve their highest potential. This series of online learning modules includes information on assessment and identification of ASDs , recognizing and understanding behaviors and characteristics, transition to adulthood, employment, and numerous evidence-based practices and interventions. All module content has been written by ASD experts from across the U.S. In addition, each module is designed to be consistent with research on how adults learn; information is presented at a universal reading level, and interactive activities both reinforce knowledge and teach learners how to make the latest research applicable to real life.
• Center for Applied Special Technology (CAST) CAST is an educational research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.  In addition to information and research about Universal Design for Learning, CAST has online tools that help educators build options and flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach and engage all students.
• Center on Multi-Tiered System of Supports Have you been hearing more about MTSS lately than RtI? Are you wondering if MTSS is just a new name for RtI? An article on this site provides information about the evolution of the terminology and the rationale for the change. The Center on Multi-Tiered Systems of Support site provides one-stop shopping for best practices in implementing MTSS. One of the newest tools is a step-by-step resource to help schools determine the number of students their tier 2 system can support and identify students for participation. The National Center on Response to Intervention is funded by the U.S. Department of Education’s Office of Special Education Programs. The Center supports the implementation of RTI on a national level by 1) identifying, adapting, evaluating and scaling up RTI frameworks, 2) providing ongoing support and technical assistance to states to support implementation of comprehensive RTI programs in districts, schools, and classrooms nationally; and disseminating information about proven and promising practices within RTI frameworks to our target audience, including parents, service providers, program administrators, policymakers, and other interested stakeholders across the country.
• Council for Exceptional Children CEC is a professional association of educators dedicated to advancing the success of children with exceptionalities. CEC accomplishes its mission through advocacy, standards, and professional development. CEC is a membership organization with a very reasonable dues structure. All classes of membership receive CEC’s official journal, Teaching Exceptional Children, which provides teachers of students with disabilities information about practical methods and materials for classroom use. CEC also publishes original research and analyses in Exceptional Children. Members may also join CEC’s special interest divisions, many of which also publish journals and magazines with research and practical information of interest to educators. Specialized divisions include the Division for Learning Disabilities which publishes Learning Disabilities Research and Practice; the Council for Children with Behavior Disorders, which publishes Behavior Disorders and the Beyond Behavior magazine; the Division for Communicative Disabilities and Deafness which publishes the Communicative Disorders Quarterly; the Division of Autism and Developmental Disabilities which publishes Education and Training in Autism and Developmental Disabilities; and The Division for Culturally and Linguistically Diverse Exceptional Learners which publishes Multiple Voices for Ethnically Diverse Exceptional Learners.
• Everyday Classroom Strategies and Practices for Supporting Children with Autism Spectrum Disorders This practical approach to working with students with autism spectrum disorders helps demystify the processes needed to help these students succeed and gives teachers the supports to plan appropriately for them. Adopted by several schools and districts, this timely autism spectrum disorder resource clearly communicates how to create a classroom in which every learner succeeds with specific and easy-to-implement strategies for students who require minimal supports, as well as those who require more intense interventions. In compliance with current trends in education, it incorporates evidence-based practices, positive behavior supports, and uses Response to Intervention (RtI). The proper education allows educational professionals and other important caretakers to provide individuals with autism spectrum disorder with proper care. Available for purchase from AAPC Publishing.
• The IRIS Center The IRIS Center is a national center funded by the USDOE’s Office of Special Education Programs that aims to provide high-quality resources for college and university faculty and professional development providers about students with disabilities. IRIS provides free, online, interactive training enhancements that translate research about the education of students with disabilities into practice. The IRIS Resource Locator currently has training modules, case studies, activities, information briefs and/or podcasts on the following topics:  accommodations, assessment (including progress monitoring), assistive technology, behavior and classroom management, collaboration, content instruction, differentiated instruction, disability, diversity, learning strategies, math, RTI (including early interventions), reading/literacy/language arts, related services, school improvement/leadership, and transition. Many modules are available in English and Spanish.
• Life Space Crisis Intervention Life Space Crisis Intervention ( LSCI ) is a nationally recognized, professional training and certification program sponsored by the Life Space Crisis Intervention Institute of Hagerstown, Maryland. LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. LSCI views problems or stressful incidents as opportunities for learning, growth, insight, and change. This non-physical intervention program uses a multi-theoretical approach to behavior management and problem solving. LSCI provides staff a roadmap through conflict to desired outcomes using crisis as an opportunity to teach and create positive relationships with youth.
• The Meadows Center for Preventing Educational Risk The Meadows Center for Preventing Educational Risk ( MCPER ) is dedicated to generating, disseminating, and supporting the implementation of empirically validated practices to improve academic, behavioral, and social outcomes for all learners. Provides information on research and other projects in a number of areas including, autism spectrum disorders, deaf and hard of hearing, English language learners, math for learning disabilities and differences, reading and response to intervention.  Noted researcher Sharon Vaughn heads the Reading Institute.
• National Center on Accessible Instructional Materials Accessible instructional materials, or AIM, are materials that are designed or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphic, audio, video). This website provides information about accessible instructional materials, how AIM and Assistive Technology (AT) work together and how to obtain and create alternate format materials to support access and enable participation in the general curriculum. It also has information about hardware and software resources and federal and state policies and research as well as specific resources for students who are blind or have low vision and students who are deaf or hard of hearing.
• National Center on Intensive Intervention The National Center on Intensive Interventions provides information, research, tools and other resources designed to address the needs of students with severe and persistent learning or behavior difficulties. These interventions are characterized by increased intensity (e.g. smaller group, expanded time) and individualization of instruction and behavioral intervention for students who have been non-responsive to traditional approaches.  The Center's approach to intensive interventions is data-based individualization DBI. Practical information for classroom teachers includes strategies and sample resources to address reading, math and behavior issues as well as instructional videos.
• National Professional Development Center on Autism Spectrum Disorders The goal of the NPDC, formerly funded by the USDOE’s Office of Special Education Programs, was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age. This was accomplished through a comprehensive professional development process at state and local levels. The NPDC used a rigorous criteria to classify 27 focused interventions as EBPs in 2014. The 27 identified EBPs have been shown through scientific research to be effective when implemented correctly with students with ASD. The NPDC is currently developing online modules, called AFIRM, for each of the 27 identified practices.
• Positive Behavior Interventions and Supports The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
• Reading Rockets Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Reading resources are available to assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.
• Think College Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disabilities.  In addition to other resources, users can find and compare information about college programs for students with intellectual disabilities on this website.
• What Works Clearinghouse An initiative of the U.S. Department of Education's Institute of Education Sciences, the WWC p roduces user-friendly practice guides  and other resources for educators that address instructional challenges with research-based recommendations for schools and classrooms; assesses the rigor of research evidence on the effectiveness of interventions (programs, products, practices, and policies), giving educators the tools to make informed decisions; develops and implements standards for reviewing and synthesizing education research. Topic areas include:  adolescent literacy, beginning reading, character education, dropout prevention, early childhood education, early childhood education for children with disabilities, elementary school math, English language learners, middle school math and students with learning disabilities.

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Facilitating learning for students with special needs: a review of technology-supported special education studies

• Published: 03 December 2019
• Volume 7 , pages 131–153, ( 2020 )

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• Shu-Chen Cheng 1 &
• Chiu-Lin Lai   ORCID: orcid.org/0000-0003-1410-3732 2  

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Owing to physical or mental disabilities, disabled students often come across more difficulties in learning. In an effort to improve their learning, researchers have adopted technology-supported tools to enhance disabled students’ adaptability to the learning environment and their learning achievement. The application of technology-supported special education has gradually increased in recent years. However, there is still a lack of investigation and analysis of the application and development trends of integrating technologies into special education. The aim of the present study was therefore to review technology-supported special education research articles by taking multiple dimensions into account, such as learning devices, learning strategies, learning domains and research issues, research subjects, types and level of disabilities, and learning environments. Based on the results, the number of studies has increased year by year, and the choice of learning devices and applications has become increasingly diverse; yet, the learning strategies still tend to be conservative since the majority of studies adopted the guided learning strategy. In addition, the application of technology has expanded to every learning domain, but is mainly focused on elementary school students and resource classrooms. Most importantly, the implementation of technology-supported special education tends not to result in teaching difficulties due to disabled students having different types and levels of disabilities. Further discussion and suggestions based on the findings can serve as a reference for teachers and researchers in special education.

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Acknowledgements

This study was supported in part by the Ministry of Science and Technology of the Republic of China under contract numbers MOST 106-2511-S-152-012-MY3.

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Cheng, SC., Lai, CL. Facilitating learning for students with special needs: a review of technology-supported special education studies. J. Comput. Educ. 7 , 131–153 (2020). https://doi.org/10.1007/s40692-019-00150-8

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DOI : https://doi.org/10.1007/s40692-019-00150-8

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Evidence Based Practices in Special Education

Evidence-based Practices  (EBPs) in special education refer to  teaching methods, interventions, and strategies  demonstrated through research and evaluation  to improve student outcomes effectively .

Evidence-Based Practices in Special Education have been shown to improve academic, social, and behavioral outcomes for students with disabilities and are based on scientific evidence. In particular, teachers have a critical role in implementing these practices within an inclusive environment. Understanding the  responsibilities of a teacher in an inclusion classroom  is crucial.

EBPs may include a variety of instructional strategies , such as explicit instruction, error correction, and scaffolding, as well as interventions for specific disabilities or difficulties, such as sensory integration therapy for students with autism or self-regulation strategies   for students with attention deficit hyperactivity disorder (ADHD). It’s important to remember that the Least Restrictive Environment (LRE) plays a significant role in this process, and understanding  how LRE benefits a child with special needs  is key.

EBPs are essential in special education because they ensure that students with disabilities receive the most effective and suitable interventions and support. Educators can assist students with disabilities in making progress and reaching their full potential by employing practices demonstrated to be effective by research.

Determining Evidence-Based Practices in Special Education

The determination of evidence-based practices (EBPs) in special education involves  several steps :

• The first step in determining an EBP is  identifying the specific problem or need  the practice intends to address. It can be facilitated by resources like the  What Works Clearinghouse  from the U.S. Department of Education.
• Conduct a literature review:  A literature review involves reviewing research studies and other information sources to determine what is known about the problem or need and the interventions tested to address it.
• Once potential interventions have been identified through the literature review, the next step is  evaluating the evidence for their efficacy . It may involve reviewing research studies, assessing the quality of the research, and determining the findings’ applicability to the specific problem or need the school must address.  PubMed  is often a trusted resource for such research.
• Select the EBP:  The next step is to select the EBP that is most likely effective in addressing the problem or needs based on the evaluation of the evidence. It may involve considering factors such as the strength of the evidence supporting the practice, its compatibility with the student’s needs and goals, and its resources and support.
• Implement the EBP:  Following the selection of an EBP, the next step is to implement it. It may include training educators and other staff on implementing the practice, providing the necessary resources and support, and monitoring progress to ensure that the procedure is implemented effectively and produces the desired results.
• Evaluate the efficacy of the EBP:  It is essential to evaluate the effectiveness of the EBP to determine if it is producing the desired results and to make any necessary adjustments. It may involve collecting data on student progress and using it to determine the practice’s continued use.

Why Use Evidence-Based Practice in Special Education?

Evidence-based practices (EBPs) are essential in special education for several reasons:

• EBPs are based on scientific evidence:  EBPs are based on research and evaluation, which means they have been shown to improve outcomes for students with disabilities. It is significant because it ensures that students receive interventions and support that have proven effective instead of relying on methods that no evidence may support.
• EBPs are individualized:  EBPs are typically designed to be flexible and adaptable, allowing them to be adapted to each student’s unique needs and objectives. It can be especially crucial in special education, where students may have a variety of disabilities and needs.
• By utilizing EBPs, educators can assist students with disabilities in making progress and reaching their full potential.  EBPs effectively improve academic, social, and behavioral outcomes for students with disabilities, which can lead to long-term improvements.
• EBPs can save time and money:  By utilizing EBPs, educators can save time and money that the school would otherwise spend on non-evidence-based interventions. It enables educators to concentrate their efforts on practices that are likely to be effective instead of experimenting with various approaches that no evidence supports.

Using evidence-based practices (EBPs) in special education is significant because it helps ensure that students with disabilities receive the most effective and appropriate interventions and support. All these can improve their outcomes and enable them to reach their full potential.

What Are Some Examples of Evidence-Based Practices in Education?

The following are  examples of evidence-based practices (EBPs)  in education:

• Explicit instruction  systematically involves breaking down skills into smaller steps, modeling, and providing repeated practice and feedback. It has been demonstrated to enhance academic skills and outcomes for students with disabilities.
• Scaffolding  is a teaching strategy that involves providing students with support and guidance as they acquire new skills and progressively reducing that support as they become more independent. Reading, writing, and problem-solving are some contexts where a teacher can use scaffolding. 
• Response to intervention ( RTI )  is a multi-tiered approach to assisting academically or behaviorally struggling students. It entails progressively providing more intensive support based on the student’s needs to help them progress and succeed.
• Self-regulation strategies  involve teaching students how to manage their behavior, emotions, and attention, thereby enhancing their classroom performance. Setting goals, monitoring progress, and using relaxation techniques such as deep breathing or counting to calm down are all possible strategies.
• Students with disabilities are taught specific  social interaction skills , such as initiating conversations, taking turns, and following rules, as part of social skills training. It has been demonstrated that social skills training improves the social skills and outcomes of students with disabilities.
• Peer-mediated instruction  is a teaching strategy in which students with disabilities receive support and instruction from their peers. It can be effective in helping students with disabilities improve their academic and social skills.

These are just a few examples of EBPs that people may use in education. It is important to note that the specific  EBPs used will depend on the needs and objectives of individual students and the context of their usage .

Evidence-based Special Education Curriculum

Many evidence-based special education curricula designed to meet the needs of students with disabilities are available. The following are  examples   of these curriculums :

• The TEACCH program (Treatment and Education of Autistic and Related Communication-Disabled Children)  is designed for students with autism spectrum disorders. It employs structured teaching methods to facilitate effective learning and communication.
• The Lindamood-Bell Learning Processes  program is designed for students with learning disabilities. It employs various techniques, including visual and auditory processing, to help students improve their reading, spelling, and comprehension abilities.
• Pivotal Response Treatment (PRT):  This program is designed for students with autism spectrum disorders and employs natural teaching methods to assist students in learning new skills and behaviors.
• The Reading Recovery Program:  This program is designed for students who struggle with reading and uses various techniques, including one-on-one tutoring , to improve students’ reading abilities.

It is important to note that  no single curriculum is appropriate for every student  with a disability. When selecting a curriculum , it is essential to consider the needs and abilities of the individual student carefully. In addition,  it is crucial to assess the curriculum’s efficacy and make necessary adjustments regularly .

The  TEACCH  (Treatment and Education of Autistic and Related Communication Handicapped Children) program is  a comprehensive, empirically supported educational approach for people with autism spectrum disorders (ASD) . Dr. Eric Schopler and colleagues at the University of North Carolina at Chapel Hill created the program in the 1960s; it has since been implemented in schools and other settings worldwide.

The TEACCH program is predicated on the notion that  individuals with ASD have unique strengths and challenges that must be considered when planning their education . It emphasizes using structured teaching techniques, including visual supports, to assist individuals with ASD in practical learning, communicating, and assisting with evidence-based practices in special education.

Individualized education programs (IEPs), social skills training, and occupational therapy are a few interventions included in the TEACCH program. In addition, it emphasizes the significance of collaboration between educators, families, and other professionals in supporting the unique needs of students with ASD.

The  overall objective of the TEACCH program  is to assist individuals with ASD in reaching their full potential and achieving daily independence.

The  Lindamood-Bell Learning Processes  program is an evidence-based educational intervention for students with dyslexia and other reading and language-based learning difficulties. The program was created in the 1970s by Nanci Bell and Pat Lindamood on the premise that people with learning disabilities frequently struggle to process language-based information.

The   Lindamood-Bell program employs various techniques to improve students’ reading, spelling, and comprehension skills, including visual and auditory processing exercises. The program emphasizes  explicit, systematic instruction and structured, incremental steps to help students master new skills .

The Lindamood-Bell program is  typically delivered through one-on-one tutoring sessions  but can also be administered in small groups. The program is designed to be adaptable and can be modified to meet the specific needs of each student. People frequently use it with other educational interventions; a teacher, school psychologist, or another educator may recommend it.

Pivotal Response Treatment  (PRT) is a naturalistic, evidence-based intervention for people with autism spectrum disorders (ASD). Drs. Robert Koegel and Lynn Kern Koegel of the University of California , Santa Barbara, developed it in the 1970s.

PRT is founded on the premise that  certain behaviors, referred to as “pivotal” behaviors, are crucial to developing other skills in individuals with ASD . Motivation, self-management, and communication skills are essential behaviors. PRT focuses on targeting and reinforcing these behaviors to assist individuals with ASD in learning new skills and enhancing their overall functioning.

PRT is delivered using naturalistic teaching methods, integrating it into the individual’s everyday activities and environments. It enables the individual to acquire new skills more functionally and naturally. Trained therapists or educators typically administer PRT in various environments, including homes, schools, and other community settings.

PRT has improved social skills, communication, and overall functioning in those with ASD.  It is considered a versatile and individualized intervention that the school can modify to meet the needs of each individual.

The  Reading Recovery Program  is an intervention based on empirical evidence for struggling readers. It is  for first-grade students who have trouble learning to read and write and are at risk of falling behind  their peers. Dr. Marie Clay created the program in the 1970s, and it is used in schools worldwide.

The Reading Recovery program is founded on the notion that early intervention is essential for assisting students who are falling behind their peers in reading to catch up. It  enhances students’ reading skills through various techniques, including one-on-one tutoring and small-group instruction . The program emphasizes explicit, systematic instruction and structured, incremental steps to help students master new skills and assist with determining evidence-based practices in special education.

Reading Recovery is typically administered by trained teachers with specialized program training. Typically, it is presented for  30 to 60 minutes per day, five days per week, for 12 to 20 weeks . The program is designed to be adaptable and can be modified to meet the specific needs of each student. People can use it with other educational interventions. A teacher, school psychologist, or another educator may recommend it.

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Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Most restrictive environment (6 types in special education), embracing the least restrictive environment (lre) principle in special education.

Special Education Resource Project

Evidence-based resources for ebp.

Evidence-based practices refer to practices “that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred and that demonstrate meaningful effects on student outcomes (Cook & Cook, 2011).  These practices have been researched through both experimental design and single-case design to study their effects on educational practices.

The following resources are places where you can find information about evidence-based practices.  For more information on these practices in context of other topics on this site, a link is available to click and visit for further information.

Click on the image below to access the website for each organization. 

References:

Home: National Center on Intensive Intervention. (n.d.). Retrieved October 18, 2019, from https://intensiveintervention.org/.

We Provide Opportunities to Learn for Teachers and Leaders. (n.d.). Retrieved October 18, 2019, from http://ceedar.education.ufl.edu/.

WWC: Find What Works! (n.d.). Retrieved October 18, 2019, from https://ies.ed.gov/ncee/wwc/.

Evidence Based Intervention Network. (n.d.). Retrieved October 18, 2019, from http://ebi.missouri.edu/.

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Overview of Inclusive Teaching Practices

Main navigation.

We regard inclusive and equitable education as holistic and part of all learning, and so inclusive learning practices apply to many aspects of the learning experience throughout these guides.

The resources and strategies on this page act as a starting point for a wide variety of course design strategies, teaching practices, and support resources that all contribute towards an inclusive and equitable course.

Provide equitable access

Inclusive education is accessible: all students should be able to access the materials they need for their learning. While accessibility is often associated with providing access for people with disabilities, issues of access are universal and affect all learners. To develop a course that is inclusive for all, consider accessibility broadly and how it impacts everyone.

Accessibility takes many forms, including:

• Access to course materials for students with visual or hearing differences
• Access to technology tools, reliable connections, and consideration of international restrictions on technology use
• Affordability and the cost of course materials
• Temporal access for students juggling multiple priorities or in different time zones
• Access to multiple modalities regarding materials, activities, and learning assessments

The  Equitable Access  page has more details on these accessibility strategies.

Set norms and commitments

Collectively deciding on norms and making commitments for how students will interact with one another is an important step towards creating a respectful, supportive, and productive class learning environment.

Plan ahead before facilitating your norm setting activity with your students. There are many areas to consider for setting norms and commitments:

• Charged conversations or discussions of challenging topics
• Accountability, communication, and equitable work distribution during teamwork
• Peer review, feedback, and critique
• Office hours timing and modes of communication
• Online discussion forum expectations
• Managing video, minimizing distractions, and appropriate non-verbal communication in video conferencing 

See the page on Setting Norms and Commitments for more specific strategies.

Build inclusive learning communities

Research into the social and emotional dimensions of learning suggests that a sense of social disconnection from instructors and peers can impede learning and that this disproportionately impacts underrepresented students. Deliberately fostering a classroom community and helping students connect with one another can help students feel seen and valued, which can have positive impacts on learning, especially during online instruction.

Consider these general strategies for fostering an inclusive learning community:

• Be conscious of visual and other cues that send implicit signals about who belongs and who can succeed.
• Build opportunities for student choice and agency into the course.
• Adopt caring practices to enhance student motivation.
• Foster community and connection at all stages of the course experience.

See the page on Building Inclusive Community  for more details and links to additional resources.

Support students with disabilities

Faculty and teaching staff play an important role when a student requests or requires academic accommodation based on a disability.

Instructors can best support students and the Office of Accessible Education (OAE) by:

• Informing students of OAE and its services.
• Respecting students' privacy and being compassionate.
• Collaborating with OAE to modify and implement any recommended academic accommodation.

The  Supporting Students with Disabilities  page provides more details on how you can best work with OAE.

Facilitate inclusive and equitable discussions

Discussions are commonly used in actively engaged learning environments. These strategies can help to improve the quality of discussion in online as well as in-person formats:

• Support students when examining potentially upsetting content
• Use prompts or questions that elicit a variety of perspectives
• Adopt practices that ensure equitable participation
• Evaluate discussions along various dimensions

Go to  Inclusive and Equitable Discussions  for specific actions you can take to facilitate inclusive discussions.

Explore more inclusion and equity topics

The Teaching Commons Articles section offers a variety of additional resources organized under the  Inclusion & Equity topic tag.

Equitable access

• Resources for Faculty & Teaching Staff , Office of Accessible Education (2020)
• Universal Design for Learning (UDL) , Schwab Learning Center (2020)
• Stanford-approved Learning Technology Tools , Learning Technologies & Spaces (2020)
• Stanford Online Accessibility Program (SOAP) , Online Accessibility Program (2020)
• Stanford University Library services , Stanford University Library (2020)

Norms and commitments

• Suggested norms for online classes , GSE IT Teaching Resources
• "Please, let students turn their videos off in class" , The Stanford Daily
• Class Community Commitments: A Guide for Instructors , Center for Teaching and Learning
• Stanford SPARQtools , Stanford SPARQ

Inclusive community

• CARE for Inclusion and Equity Online , Stanford Center for Teaching and Learning (2020)
• Community building activities for agreement and norm-setting , Stanford Graduate School of Education IT Teaching Resources (2020)
• Informal trust-building in an online environment , Stanford Graduate School of Education IT Teaching Resources (2020)
• Facilitating class community building before the quarter begins , Stanford Graduate School of Education Information Technology Teaching Resources (2020)
• Stanford SPARQtools , Stanford SPARQ (2020)

Accommodations for students with disabilities

• Office of Accessible Education (OAE) , Stanford University (2020)
• Diversity and Access Office , Stanford University (2020)

Inclusive and equitable discussions

• 10 Strategies for Engaging Discussions Online , Center for Teaching and Learning (2020)
• Successful breakout rooms in Zoom , Teaching Commons (2020)
• Small group activities for Zoom breakout rooms , Teaching Commons (2020)
• Strive for JUSTICE in Course Learning , Center for Teaching and Learning (2020)

75 Latest Special Education Research Topics and Ideas

Table of Contents

If you are pursuing a degree in teaching and education courses, then for your final year coursework, you can very well work on special education research topics. Performing research on special education may help you to analyze, identify, and solve the issues related to the field. Furthermore, based on the topic you choose to research, you may improve the learning environment of students with disabilities, address the challenges they face, and come up with effective learning or teaching strategies.

If you are unsure what topic to choose for special education research, then you may find this blog helpful. Here, we have suggested a list of 75 engaging special education research topics and ideas. Explore the entire list and work on any research idea that meets your needs.

Tips for Picking a Good Special Education Research Topic

The topic you choose will play a major role in the success of your research paper. So, when it comes to topic selection, spend some time and identify an ideal topic. In case, you face trouble with finding out a good topic, follow these tips for selecting the right special education research topic.

• Always choose a topic that you are passionate about so that you can enjoy your research process and prepare the paper with ease.
• Pick a topic that has a good research scope and allows you to generate a powerful and original thesis statement.
• Never choose a topic that is too wide to cover before the deadline.
• Avoid selecting already discussed topics. If you choose an old topic, make sure to discuss it from a different perspective.
• Give preference to a research topic that has several credible sources for references.
• Go with a topic that can fill the research gaps.
• Finalize the research topic only if it meets the requirements or guidelines of your professor. It is also advisable to get approval for the chosen topic from your professor before you proceed to prepare the paper.

Also Read: Top 150 Philosophy of Education Essay Topics

List of Special Education Research Topics and Ideas

The following are some interesting special education dissertation topics that you may consider for your study.

Simple Special Education Research Topics

• Explain how to help children with disability socialize in the classroom.
• Suggest the best ways to meet the needs of students with emotional disorders in special education
• Discuss the role of social media in special education
• Examine how children with disabilities transit from school to employment.
• Discuss the role of cultural competence in special education.
• Analyze how social media has advocated for special education.
• Take a look at the effective models for teaching students with disability.
• Why should there be different learning strategies for students with a disability?
• Compare Mainstream classrooms and special classes for students with learning abilities.
• Discuss the role of social skill training in special education.

Top Special Education Thesis Topics

• Discuss how the education system can offer an easy transition to children with special needs in early education.
• Explain the role of parents in educating children with disability.
• How can the community help those who need special education to get it?
• Focus on the benefits of post-education for adults with disability
• Why are charter schools better for students with a disability?
• Discuss the role of paraeducators in special education classes.
• Explain how to find out students with hidden needs in special education.
• Review assertive technology in special education.
• Discuss how social media can help students with special needs get more confident
• How should teachers make children with disabilities feel part of the classroom?

Interesting Special Education Research Ideas

• Prepare a research paper on applied behavior analysis and special education.
• Why it is important to conduct community-based programs for people with disability?
• Suggest some of the best ways to use technology and social media to improve the special education program
• Why do parents with special needs students need to work closely with teachers to give the child the best education?
• Analyze the effects of AHDH medication in schools for people with AHDH
• Explain how technology makes it easy for educators to train kids with special needs
• Review how a teacher’s academic background can affect students with disability.
• How does self-determination affect children with disability?
• Why do students with disability need transitional planning?
• Take a look at the resources available on social media that educators can use in their special needs classes.

Engaging Special Education Research Questions

• What is the need for teachers to train on special education outcomes?
• How to improve the education of people with disabilities
• Why should students with a disability be included in the standard classroom?
• Discuss the effectiveness of evidence-based practices in special education.
• Write about literacy intervention in special education.
• Prepare a research paper on Story-based interventions in special education.
• Discuss the effect of peer tutoring in special education.
• Examine the role played by self-advocacy in students with special education
• Analyze the impact of language and communication barriers on the education of people with hearing impairment.
• Investigate the adequacy of teacher training programs in preparing educators to work effectively with students who have special needs.

Captivating Special Education Research Topics

• Study the effectiveness of co-teaching models in special education
• Discuss the role of a behavior specialist in special education.
• Why inspection is important in schools offering special education?
• How should teachers handle the different learning paces of students with special needs in their class?
• Explore the impact of teacher collaboration on special education outcomes
• Examine the effectiveness of sensory diets in special education.
• Take a closer look at homeschooling for kids taking special education
• Examine the benefits and challenges of differentiated instruction in meeting the different needs of students with disabilities in mainstream classrooms.
• Analyze individualized education programs in special education
• Discuss the importance of an inclusive teaching approach for stem students with special needs.

Latest Special Education Research Topics

• Write about the funding for special education.
• How to teach math and science to students with disability
• Examine the impact of special education policies on student outcomes
• Discuss the effectiveness of positive behavior support in special education
• Explain the role of Orientation and mobility specialists in special education.
• Review the college admission process for students with special needs.
• Study the effectiveness of behavior management interventions in special education
• How does remote learning for special education work?
• Why play therapy is necessary for children with special needs?
• Examine the role of leadership in promoting inclusive special education practices

Also Read: 8 Top Private Universities in Singapore for Higher Education

Excellent Special Education Dissertation Topics

• Write about the picture exchange communication system and special education
• How does music therapy in the classroom help kids with special needs?
• Explain why school psychology is necessary for special education.
• Discuss the role of family involvement in special education
• Discuss the role of speech-language pathologists in special education
• Write about video modeling in special education
• What performance challenges do special children face?
• Examine assessment methods for students with disabilities
• Study the effectiveness of different assistive technologies in supporting the educational needs of students with disabilities.
• Explore the potential of mindfulness interventions in special education
• Examine the impact of inclusive education on student outcomes.
• Suggest some strategies to improve the writing skills of students with disabilities.
• What is the best environment for children with special needs to learn?
• How can parents with special needs students ensure better performance?
• Why positive reinforcement is important in special education?

Wrapping Up

Hopefully, the list recommended above will help you to come up with an extraordinary academic paper on special education. Carefully explore the entire list and pick any topic of your choice. In case, you want any other unique special education research topics or if you experience any difficulties with writing your special education research paper, call us right away.

At greatassignmenthelp.com, we have several well-experienced assignment helpers with strong knowledge of special education. So, from research paper topic selection to writing and proofreading, they will provide the best assistance at an affordable price. Especially, according to your requirements, our subject experts will prepare and dispatch plagiarism-free papers. Furthermore, by taking our special education assignment help , you can accurately complete your task on time and score top grades.

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