Parameters of Evidence-Based Teaching Practices in Inclusive Education

Inclusion is a step further in main streaming as it presents a means "by which a school attempts to respond to all pupils as individuals by reconsidering and structuring its curricular organization and provision and allocating resources to enhance equality of opportunity to ALL. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and in doing so reduces the need to exclude pupils". Leaner diversity means having student with different types of learning styles and needs. Diversity has many dimensions including significant individual and group differences in culture, ethnicity, gender, previous educational experiences, optimal modes of learning and groups of students with unique sorts of challenges as socio-economically disadvantaged, English language learners and students with disabilities. An evidence based practice can be defined as an instructional strategy, intervention or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov & Shea, 2015; Simpson, 2009). Teaching practices also include the behavior management strategies. Present article is an endeavor, to emphasize the criteria and selecting the parameters of assessing how a strategy be considered as an evidence based for children with special needs in inclusion.