Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive...

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Main Authors:	Gabrielle Wilcox, Cristina Fernandez Conde, Amy Kowbel
Format:	Article
Language:	English
Published:	MDPI AG 2021-03-01
Series:	Education Sciences
Subjects:	inclusive education data-based decision making transition planning reading disabilities intellectual disabilities
Online Access:	https://www.mdpi.com/2227-7102/11/3/129

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spelling	doaj-e29b4903521c43d8b409bc94cb47198e2021-03-18T00:01:56ZengMDPI AGEducation Sciences2227-71022021-03-011112912910.3390/educsci11030129Using Evidence-Based Practice and Data-Based Decision Making in Inclusive EducationGabrielle Wilcox0Cristina Fernandez Conde1Amy Kowbel2School and Applied Child Psychology Program, Werklund School of Education, University of Calgary, Calgary, AB T2N 1N4, CanadaSchool and Applied Child Psychology Program, Werklund School of Education, University of Calgary, Calgary, AB T2N 1N4, CanadaSchool and Applied Child Psychology Program, Werklund School of Education, University of Calgary, Calgary, AB T2N 1N4, CanadaThere are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.https://www.mdpi.com/2227-7102/11/3/129inclusive educationdata-based decision makingtransition planningreading disabilitiesintellectual disabilities
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Gabrielle Wilcox Cristina Fernandez Conde Amy Kowbel
spellingShingle	Gabrielle Wilcox Cristina Fernandez Conde Amy Kowbel Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education Education Sciences inclusive education data-based decision making transition planning reading disabilities intellectual disabilities
author_facet	Gabrielle Wilcox Cristina Fernandez Conde Amy Kowbel
author_sort	Gabrielle Wilcox
title	Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
title_short	Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
title_full	Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
title_fullStr	Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
title_full_unstemmed	Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
title_sort	using evidence-based practice and data-based decision making in inclusive education
publisher	MDPI AG
series	Education Sciences
issn	2227-7102
publishDate	2021-03-01
description	There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.
topic	inclusive education data-based decision making transition planning reading disabilities intellectual disabilities
url	https://www.mdpi.com/2227-7102/11/3/129
work_keys_str_mv	AT gabriellewilcox usingevidencebasedpracticeanddatabaseddecisionmakingininclusiveeducation AT cristinafernandezconde usingevidencebasedpracticeanddatabaseddecisionmakingininclusiveeducation AT amykowbel usingevidencebasedpracticeanddatabaseddecisionmakingininclusiveeducation
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Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

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