Position Papers

Increasing the Involvement of Culturally and Linguistically Diverse Students in Special Education Research, DR White Paper (2015)

Between 2013 and 2015, DR developed a white paper on increasing the involvement of culturally and linguistically diverse students (CLD) in special education research.  This development effort was undertaken by two of the division's committees, the Diversity Committee and the Research and Families Committee.  In addition to committee members who led this effort, other special education researchers offered perspectives and thoughtful feedback during the paper's development for which we are grateful.  The authors of this white paper are identified in the paper.

The primary purpose of this paper was twofold:  to determine the inclusion of CLD children and youth in empirical studies and to provide recommendations to the field to further increase their participation in the strength of this research base.

Readers are encouraged to consider the white paper's perspectives and to discuss how its recommendations can be applied or expanded.  DR welcomes feedback on the paper, directed to Dr. Terese Aceves, Chair of the DR Diversity Committee at taceves@lmu.edu.

 

Thinking and Communicating About Evidence-based Practices in Special Education, DR White Paper (2011)

Evidence-based practice is an increasingly popular term in special education--we see evidence-based practices promoted frequently at conference and in trainings. Yet many of these practices have questionable research support. Indeed, many educators do not understand what exactly evidence-based practices mean and use the term inappropriately -- confusing it with phrases such as best practice and research-based practice. Accordingly, many special educators are wary of evidence-based reforms and remain uncommitted to using evidence-based practices. In this white paper, the CEC Division for Research clarifies what evidence-based practices are, and what they are not, so that educators can understand and communicate clearly about evidence-based practice and the important role they can play in improving outcomes for students with disabilities.