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

Christine Grima-Farrell, Alan Bain, Sarah McDonagh

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)117-136
Number of pages20
JournalAustralasian Journal of Special Education
Volume35
Issue number2
DOIs
Publication statusPublished - Dec 2011

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