Presenters will share preliminary research findings and experiences from a process of enhancing college course syllabi with evidence-based, inclusive practices for elementary classrooms. We reveal lessons learned from analyzing different definitions of evidence-based practices, and the associated implications of each, for new generations of teachers and teacher educators, as we educate and advocate for fully inclusive schools.
After this session, participants will be able to:
• Distinguish variables associated with definitions of evidence based practice
• Develop guidelines for authentic application of evidence based practice and decision making in the classroom
• Advocate for effective, inclusive teaching practices based upon reputable research
• Create a definition of evidence based practice and process that supports the learning of all children in an inclusive environment
Judy Bentley, Kimberly Rombach