Are you a special education teacher striving to meet the diverse needs of students with disabilities? With so many strategies and interventions available, how do you know which ones can genuinely make a difference? This is where evidence-based practices (EBPs) come into play.

EBPs provide a reliable framework that significantly enhances student outcomes; they ensure accountability and maximize resource utilization.

Evidence-based practices in special education also provide a structure for educators to deliver instruction that is not only grounded in research but also effective in improving student outcomes. By implementing EBPs, educators can:

• Improve Student Outcomes: EBPs enhance academic, social, and behavioral outcomes for students with disabilities.
• Ensure Accountability: Using EBPs shows a commitment to scientifically validated interventions that align with legal and ethical obligations.
• Maximize Resources: Schools and districts allocate resources more efficiently, confident that the practices they support will likely succeed.
• Enhance Professional Development: Training teachers in EBPs equips them with the latest, most effective teaching strategies.
• Build Trust: When educators use EBPs, they demonstrate a commitment to providing the best possible education; this helps build trust with families and stakeholders.

The 8 Key Evidence-Based Practices

1. Explicit Instruction

Explicit Instruction is a structured, systematic, and effective methodology that offers numerous benefits in teaching academic skills.

This approach involves clear, direct instruction of concepts to ensure students understand each step before moving on; it helps improve comprehension and retention.

For example, a teacher might use Explicit Instruction to teach multiplication by first demonstrating how to multiply two numbers, then guiding students through several practice problems, and finally having students solve multiplication problems independently.

2. Differentiated Instruction

Differentiated Instruction (DI) customizes instruction to meet students' diverse needs. Students learn in different ways and at different pace in this special education teaching methodology.

DI ensures that all students can effectively access the curriculum; thus, it promotes inclusivity and understanding in the classroom.

For instance, in a reading lesson, a teacher might provide advanced reading materials for advanced readers, offer audiobooks for auditory learners, and use graphic organizers to help visual learners better understand the content.

3. Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive approach that helps establish the behavioral supports needed for students to achieve social, emotional, and academic success.

When you promote and reinforce positive behaviors, fewer disciplinary issues are likely; this helps create  a positive school environment.

An example of PBIS in action is a school implementing a reward system where students earn points for good behavior, which they can exchange for privileges or small prizes.

4. Response to Intervention (RTI)

RTI is a multi-tier approach to identifying and supporting students with learning and behavior needs. It provides early, systematic assistance to struggling children, effectively preventing long-term academic failure by addressing issues promptly and with impact.

For example, a student struggling with reading might receive additional small-group instruction (Tier 2) after initial classroom instruction (Tier 1) and, if necessary, intensive one-on-one tutoring (Tier 3).

5. Universal Design for Learning (UDL)

UDL is a framework based on scientific insights into how humans learn; it aims to improve and optimize teaching and learning for all.

The framework ensures that all students have equal opportunities by providing multiple means of representation, expression, and engagement.

For instance, a teacher might present information in multiple formats, such as text, audio, and video, and allow students to demonstrate their understanding through various methods, such as writing, drawing, or verbal presentations.

6. Peer-Mediated Instruction and Interventions (PMII)

Peer-Mediated Instruction and Interventions involve peers collaborating to support their classmates' academic and social learning. This practice promotes learning and socialization by leveraging peer relationships and creating a collaborative and supportive learning environment.

An example is a peer tutoring program where older students help younger students with their homework or class projects.

7. Self-Regulation Strategies

Self-Regulation Strategies teach students to manage their behavior and learning. These strategies enable students to take control of their actions and learning processes.

For instance, a student might use a self-monitoring checklist to keep track of their progress on a long-term project, setting goals and reflecting on their achievements.

8. Assistive Technology (AT)

Assistive Technology includes any device or software that helps students with disabilities to access the curriculum. It enhances learning opportunities and accessibility.

Common examples of AT in special education classrooms include speech-to-text software for students with writing difficulties, screen readers for visually impaired students, and specialized communication devices for non-verbal students.

Success Story: Implementing Peer-Assisted Learning Strategies (PALS)

John, a fifth-grade student with a learning disability, struggled a lot with reading comprehension and fluency. Traditional teaching methods had not yielded substantial improvements, and he was at risk of falling further behind his peers. His school decided to implement Peer-Assisted Learning Strategies (PALS), an evidence-based practice designed to improve reading skills through structured peer tutoring.

PALS pairs students to take turns being the "coach" and the "reader," with the coach providing feedback and support. John paired with a peer who was slightly more proficient in reading. They engaged in activities such as partner reading, summarizing, and predicting outcomes in texts, all designed to enhance

John markedly improved his reading fluency and comprehension within a few months of implementing PALS. He was able to read with greater confidence and significantly increased his engagement during reading activities. The structured peer interactions boosted his academic skills and fostered a sense of camaraderie and support between him and his peers.