Evidence-Based Practices for Students with （循证实践的学生）.pdf

THE JOURNAL OF SPECIAL EDUCATION VOL. 37/NO. 3/2003/PP. 157–163 157 Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in “No Child Left Behind” Diane M. Browder, University of North Carolina at Charlotte Karena Cooper-Duffy, Western Carolina University To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the “No Child Left Behind” (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science is con- trasted to the functional approach typical of skill acquisition research for this population. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research- based strategies. We conclude that prior research provides guidance for how to select and teach skills even though new applications for academics are needed. The literature reflects several approaches to defining the unique reform reflected in the No Child Left Behind Act (NCLB). educational needs of students with severe disabilities. One NCLB contains numerous provisions with implications for method is to define professional consensus through national special education, but the two that will be considered here are surveys (Kleinert Kearns, 1999; Meyer, Eichinger, Park- (a) the requirement to