Strengthening education through equitable and inclusive evidence-based teaching practices

Abstract

This scoping review provides clarity on the landscape of evidence-based and High-Leverage Practices that have been shown to be effective with students with disabilities and have the potential to meet the needs of marginalized students across lines of difference. Of 672 articles screened, 85 met eligibility criteria, including 46 studies, 11 systematic reviews, and 28 conceptual papers. Among included articles, instruction practices were the most frequently reported High-Leverage Practice category (89.4%), followed by social, emotional, and behavioral practices (37.6%), and assessment practices (25.8%). A wide variety of specific evidence-based practices were identified in the literature. Marginalized student identities represented included English language learners, students with disabilities, neurodivergent students, racially or ethnically marginalized students, students with health disabilities, and students with behavioral or emotional difficulties. Future research should consider further examining the effectiveness of different practices to inform data-driven decision-making to improve educational outcomes for marginalized students.