Abstract
Considerable research is conducted in the field of special education and evidence has been amassed regarding many controversial practices In fact many special education interventions can now be categorised as either 'good, bad or ugly' based on the research evidence. The 'good' interventions are ones for which there is substantial supportive evidence, such as for Behaviour Analysis, Co-operative Learning and Reading Recovery. The 'bad' interventions are those which the weight of research evidence suggests are less effective than existing treatments, such as, Conductive Education and Gentle Teaching. The 'ugly' interventions are ones which have been shown to be both ineffective and potentially harmful, such as Facilitated Communication and the Doman-Delecato programme. This paper reviews the research evidence in support of some of the most controversial interventions since professionals in the field of special education are considered to have a responsibility to keep their colleagues and parents up to date so that they can make informed decisions about the most effective interventions for children with SEN.
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25/07/2000