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Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education

Published online by Cambridge University Press:  02 March 2012

Christine R. Grima-Farrell ,
Alan Bain  and
Sarah H. McDonagh
Christine R. Grima-Farrell*
Affiliation:
Charles Sturt University, Bathurst, NSW, Australia. cgrimafarrell@csu.edu.au
Alan Bain
Affiliation:
Charles Sturt University, Bathurst, NSW, Australia.
Sarah H. McDonagh
Affiliation:
Charles Sturt University, Bathurst, NSW, Australia.
*
*Address for correspondence: Christine R. Grima-Farrell, Charles Sturt University, Panorama Avenue, Bathurst, NSW 2795, Australia.
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Abstract

Despite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to bridge the research-to-practice gap has an adverse effect on the progress of inclusion in schools and the ability of individual teachers to respond to the needs of all students. This review examines those factors that both enable and interfere with the successful translation of research to practice in education settings.

Keywords

researchteacher educationprofessional developmentinclusion
Type
Articles
Information
Australasian Journal of Special Education , Volume 35 , Issue 2 , 01 December 2011 , pp. 117 - 136
Copyright
Copyright © Cambridge University Press 2011

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