Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education

Despite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is...

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Bibliographic Details
Published in:Australasian journal of special and inclusive education 2011-12, Vol.35 (2), p.117-136
Main Authors: Grima-Farrell, Christine R., Bain, Alan, McDonagh, Sarah H.
Format: Article
Language:English
Subjects:
Australia
Classroom Environment
Classroom management
Educational Practices
Educational Quality
Evidence
Foreign Countries
Inclusion
Literature Reviews
Mainstreaming
Professional development
Special education
Student Needs
Teacher education
Teacher Student Relationship
Teaching Methods
Theory Practice Relationship
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Summary:Despite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to bridge the research-to-practice gap has an adverse effect on the progress of inclusion in schools and the ability of individual teachers to respond to the needs of all students. This review examines those factors that both enable and interfere with the successful translation of research to practice in education settings.
ISSN:1030-0112
2515-0731
1833-6914
2515-074X
DOI:10.1375/ajse.35.2.117