Mind the gap! The need for constructing and implementing teaching practices informed by research evidence
New York, NY : Oxford University Press
InKnoors, H.; Marschark, M. (ed.), Evidence-based practices in deaf education, pp. 591-620
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Knoors, H.; Marschark, M. (ed.), Evidence-based practices in deaf education
SubjectLearning and Plasticity
Research is continually adding to the evidence base for successful education of deaf students, but improved education does not automatically follow from well-conducted research. It requires a combination of the talents of individual students, proper support from parents, and adequate instruction by teachers. Research will have an impact only if it enhances the effectiveness of teaching practices and student learning. While early intervention generally leads to better development of deaf and hard-of-hearing students, for some learners, better may not be good enough. Those students need specific interventions. The fact that many teachers of deaf students in regular and special schools seem to ignore available and relevant research evidence points to a considerable gap between research and practice. This chapter summarizes relevant research and discusses what actions can be taken to close the gap between research and practice. We conclude that professional development is a key factor.
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