ABSTRACT
This chapter considers critically the development of evidence-based practice for special students. Several disabilities and disorders are considered — for example, profound intellectual disability, autism spectrum disorder and specific learning disorder with impairment in reading. I look at the extent to which distinctive provision can be justified and made for different disorders and disabilities. A distinction is made between education suited to all students, provision for individual students and that considered effective for special students. Different levels of evidence are examined from clinical trials to informed professional judgement. The seductions of fad interventions are briefly explored.
