High-Quality Special Education Professional Development Improves Teacher and Student Outcomes
Overview & Synopsis
This meta-analysis examined special education professional development (PD) designed to improve outcomes for students with disabilities or to train teachers on evidence-based instruction and interventions in special education. The primary focus was on the impact of special education PD on teachers' skills, beliefs, and knowledge. A secondary aim was to examine the impact on student outcomes. Results indicated that PD had a greater effect on teacher-related measures (g = 0.53) compared with student measures (g = 0.17). All studies included active participation opportunities and PD topics covered literacy, behavioral support, explicit instruction, and data-based decision-making. The findings emphasize the importance for PD to apply content knowledge to evidence-based practices in special education.
eric.ed.gov)
Document Information
| Document Title | High-Quality Special Education Professional Development Improves Teacher and Student Outcomes |
|---|---|
| Author / Organization | Lisa Didion, Marissa J. Filderman, Elizabeth J. Hart, S. Blair Payne, Jessica Vitale, Cassandra Olmstead, Jade Wexler |
| Subject & Discipline | Special Education Teachers, Faculty Development, Students with Disabilities |
| Categories | Education & Pedagogy |
| Publication Year | 2026 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-228985 |
| Original Source Link | Visit Source Page on eric.ed.gov » |