ABSTRACT
This chapter aims to propose that engaging in the process of evidence-based practice (EBP) can guide the selection and delivery of instruction that meets the needs of learners with and at risk for developing disabilities, including when teaching in arts settings and when integrating the arts into academic instruction. Contemporary classrooms are more diverse than ever and typically include students with and at risk for developing disabilities. Because of their unique learning needs, these students present distinct challenges that can be addressed by educators, including teachers in the arts, working collaboratively to provide effective instruction. To identify EBPs, all of the EBP standards referenced in the previous paragraph consider only experimental research that is designed to examine whether a practice causes improved learning outcomes. Although authors review practices from a number of sources that they, and their colleagues, have found helpful, this is not an exhaustive review of EBPs and promising practices in special education.
