Research-Based Practices in Special Education, the book in which this chapter appears, aims to help special educators combat the gap between research and practice by identifying specific practices proven through research to work for students with special needs. Geared toward practitioners, teacher educators, and policymakers, and written by experts in the field, chapters follow a format that includes definition of strategies, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections cover a range of special education issues, including academic outcomes, behavior outcomes, assessment techniques, and special populations.
Bryant, D. P., Bryant, B. R., Williams, J., & Kim, S. (2013). Instructional practices for improving student outcomes in solving arithmetic combinations. In B. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 61–72). Boston, MA: Pearson.
Special Education/Learning Disabilities
Journal Article/Book Chapter
General Education Classroom Teacher
Special Education Teacher