Special education and autism: from evidence-based practices to school
In recent years, the literature has shown a significant increase in the enrollment of studentswith autism in regular classrooms. Among the essential teacher competencies to effectively deal with this demand is the knowledge on Evidence-Based Practices (EBP), conceived as scientifically effective int...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2019 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositório: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/5494 |
| Acesso em linha: | https://publicacoes.fcc.org.br/cp/article/view/5494 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Éducation Spéciale Autisme Pratiques Fondées Sur des Preuves Educação Especial Autismo Práticas Baseadas em Evidências Educação especial Práticas baseadas em evidências Special Education Autism Evidence-Based Practices Educación Especial Prácticas Basadas en Evidencias |
| Resumo: | In recent years, the literature has shown a significant increase in the enrollment of studentswith autism in regular classrooms. Among the essential teacher competencies to effectively deal with this demand is the knowledge on Evidence-Based Practices (EBP), conceived as scientifically effective intervention strategies. Knowledge produced by research centers about these practices is not disseminated and incorporated by teachers in the school context. In this scenario, this article aims: to revise the concept of EBP, in the scope of research in Special Education and autism; and identify factors that interfere with the transposition of the knowledge. As a complement, a theoretical-explanatory model of transposition of scientific knowledge beyond the walls of the academy is proposed. |
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