@article{article_1512341, title={Evidence-Based Practices: Views, Knowledge and Support Status of Special Education Teachers}, journal={Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi}, pages={1–17}, year={2025}, DOI={10.21565/ozelegitimdergisi.1512341}, author={Taylan, Samet Burak}, keywords={Kanıt temelli uygulama, özel eğitim öğretmeni, okul yöneticisi, özel gereksinimli öğrenciler, nitelikli eğitim}, abstract={Introduction: Although the concept of evidence-based practice (EBP) initially emerged in the field of medicine, it has since extended into the field of special education, particularly as the effectiveness of interventions has gained increasing importance. The use of EBPs in special education plays a critical role in achieving desirable outcomes for children with special needs. However, the implementation of EBPs in this field may vary depending on several factors, such as teachers’ perspectives, their level of knowledge, and the support provided by school administrators. Therefore, this study examines special education teachers’ views and educational experiences related to EBPs, as well as their implementation status of these practices and the extent of support they get from school administrators.
Method: This study was conducted using a basic qualitative research design. The participants were 23 special education teachers, all of whom graduated from special education programs and had been working in the field for approximately five years on average. The research data were collected online through a standardized open-ended interview approach and analyzed using descriptive analysis.
Findings: The responses obtained from the teachers were categorized under four main themes: (1) perspectives on EBPs, (2) training and knowledge related to EBPs, (3) implementation of EBPs, and (4) administrative support for EBPs. The study revealed four primary findings. First, although most special education teachers considered EBPs important, their level of knowledge regarding these practices appeared to be limited. Additionally, it was found that the majority of these teachers had not been trained on EBPs during or after undergraduate education. The third key finding indicated that when teachers provided examples of EBPs they claimed to implement, they occasionally cited practices that were not evidence-based. Lastly, most teachers reported receiving little or no support from school administrators in employing EBPs. This assistance for those who recieved support was primarily limited to physical arrangements in the classroom environment.
Discussion: The findings of this study align with previous research regarding special education teachers’ educational experiences and knowledge related to EBPs. Considering the challenges teachers face in implementing EBPs and the lack of support from administrators, there appears to be a need for interventions at both the policy level and in terms of teacher competencies.}, publisher={Ankara Üniversitesi}