Open Science in Special Education

• In Event: 43.069 - Interventions and Evidence: Perceptions and Practices in Special Education

Abstract

Scientific evidence must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. To heighten the trustworthiness of evidence, we propose that special education researchers adopt emerging open science reforms such as data sharing, preprints, preregistration, and registered reports. We propose using Merton’s (1942) norms for science as a theoretical basis for open science reforms, discuss the need for open science in contemporary science, establish why special education is a good fit for open science, describe prominent open science practices, and detail recent developments in special education related to open science.

Authors

• Bryan G. Cook, University of Virginia

• William J. Therrien, University of Virginia

• John Wills Lloyd, University of Virginia