Inside “What Works”: Ideology, Power, and Politics in Evidence-Based Practices in Special Education

• In Event: Intersections of Disability Studies Theory and Policy in Education

Abstract

In this paper we argue, the advent of evidence based practices in education as a whole, and special education in particular, has led to considerable confusion among educators and educational researchers. In this paper, we provide an in-depth critical discourse analysis of the EBP movement, drawing on prominent general and special education websites, publications, and related documents, to examine how leaders in the “what works” and evidence-based practices movement have constructed, promoted, and sustained its influence. We conclude by discussing implications for inclusive education, research, and teacher education, providing specific examples centered on secondary reading instruction.

Authors

• Sarah R. Semon, University of Northern Iowa

• Deborah J. Gallagher, University of Northern Iowa