Year: 2019
Type: article
Abstract: In recent years, the literature has shown a significant increase in the enrollment of students with 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.
Source: Cadernos de Pesquisa
DOI: 10.1590/198053145494
Authors: Débora R. P. Nunes, Carlo Schmidt
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2980786141