Transcription of Evidence-Based Practices for Students With Severe Disabilities
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Evidence-Based Practices for Students With Severe Disabilities
Innovation Configuration Evidence-Based Practices for Students With Severe Disabilities Diane M. Browder Leah Wood Julie Thompson University of North Carolina at Charlotte Cecelia Ribuffo University of Florida August 2014 CEEDAR Document No. IC-3 Page 2 of 86 Disclaimer: This content was produced under Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.
the appendix, these practices can be grouped into the categories of (a) how to teach, (b) what to teach, and (c) how to support. In a survey of experts, Meyer, Eichinger, and Park-Lee (1987) identified five best practices for educating students with severe disabilities, including • Inclusion, • home-school collaboration,
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