Opinions About Evidence-Based Practices Among Special Education Teachers

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Atıf İçin Kopyala

Ataş B., Özsandıkçı İ., Olçay S., Saral D.

Journal of Evidence-Based Social Work (United States), cilt.20, sa.1, ss.145-157, 2023 (ESCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 20 Sayı: 1
• Basım Tarihi: 2023
• Doi Numarası: 10.1080/26408066.2022.2133981
• Dergi Adı: Journal of Evidence-Based Social Work (United States)
• Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI)
• Sayfa Sayıları: ss.145-157
• Hacettepe Üniversitesi Adresli: Evet

Özet

Purpose: This study aimed to describe the opinions of teachers of students with autism regarding their knowledge, experience, use, and suggestions for evidence-based practices (EBPs) in Turkey.

Method: A total of 11 special education teachers participated in the semi-structured interviews that were analyzed using descriptive analysis.

Results: The teachers lacked the depth of understanding of EBPs and implemented fewer EBPs, although they agreed on their significance. They indicated the need for high quality preparatory work and trainings for pre- and in-service teachers. They also referred to trainings and coaching to meet this need as well as disseminating EBPs for students with autism.

Discussion and Conclusion: Disseminating EBPs among practitioners (i.e., teachers, social workers) will contribute to closing the gap between theory and practice as success of these students heavily depends on efforts that ensure practitioners deliver consistent EBPs. As to social workers, they should be equipped about EBPs to promote these individuals’ inclusion in society.