Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development

• Published in: Support for learning 2021-05, Vol.36 (2), p.159-182
• Main Authors: Mintz, Joseph, Seleznyov, Sarah, Peacey, Nick, Brown, Chris, White, Sarah
• Format: Article
• Language: English
• Subjects: Autism; Communities of Practice; Elementary School Teachers; Evidence Based Practice; evidence‐informed practice; Faculty Development; Learning; Pervasive Developmental Disorders; Professional development; professional learning community; Special Education; special educational needs; Student Needs; Students with Disabilities; Teacher Collaboration
• ISSN: 0268-2141; 1467-9604
• DOI: 10.1111/1467-9604.12349

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence‐informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.