PRACTICE AND RESEARCH IN SPECIAL-EDUCATION

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issu es to be addressed in solving this problem. We contrast research knowl edge and practice knowledge and describe factors that moderate the inf luence of research on practice, in both general and special education. These factors include teacher knowledge and learning, teacher attitud es and beliefs, and context. We conclude by considering various issues and alternatives for reconceptualizing the relationship between resea rch and practice in special education.