Evidence-Based Practices in Special Education: Foundations, Importance, and Implementation Challenges

Abstract

This paper explores the foundational concepts, significance, and implementation challenges of evidence-based practices (EBPs) in the field of special education, with a particular focus on students with learning disabilities. EBPs, grounded in rigorous scientific research, offer proven instructional strategies to enhance academic and behavioral outcomes for students with diverse learning needs. The paper begins by examining the classifications and characteristics of students with learning disabilities, emphasizing the necessity of differentiated instruction. It then presents a detailed analysis of behavioral, cognitive, and cognitive-behavioral teaching approaches that support effective learning. Additionally, the study highlights the critical role of EBPs in improving educational outcomes while identifying key barriers to their adoption, including limited teacher awareness, insufficient training, and institutional constraints. Drawing on recent literature and empirical findings, the paper calls for a unified effort among educators, researchers, and policymakers to promote the integration of EBPs into inclusive educational practices.