Evidence-Informed Practice in Autistic Education: Lessons from Research-Practice Partnerships

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Disrupting Marginalization and Advancing Equity in Special Education

Abstract

A persistent gap exists between autism intervention research and its application in schools. This study explored how Research-Practice Partnerships can support the development of evidence-informed practice in special education schools serving autistic students. Evidence-informed practice emphasizes integrating research with educators’ expertise and contextual realities. Using a multiple case study methodology, we conducted within-case and cross-case analyses of three special schools participating in a research-focused research-practice partnership. The findings reveal key variations in how these partnerships promoted evidence-informed practice, highlighting the critical roles of authentic community collaboration, resource allocation, and a team’s readiness to engage with challenging findings. This research demonstrates that while Research-Practice Partnerships offer a promising framework, their success is contingent on specific organizational and collaborative conditions.

Authors

• Mati Zakai-Mashiach, Beit Berl College

• Linor Lea Hadar, University of Haifa