SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL

Débora R. P. Nunes et al · Fundação Carlos Chagas

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Autor / responsable

Débora R. P. Nunes et al

Editorial

Fundação Carlos Chagas

ISSN

0100-1574

ISSN

0100-1574

Idioma

eng

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Abstract In recent years, the literature has shown a significant increase in the enrollment of students with autism in regular classrooms. Among the essential teacher competencies to effectively deal with this demand is the knowledge on Evidence-Based Practices (EBP), conceived as scientifically effective intervention strategies. Knowledge produced by research centers about these practices is not disseminated and incorporated by teachers in the school context. In this scenario, this article aims: to revise the concept of EBP, in the scope of research in Special Education and autism; and identify factors that interfere with the transposition of the knowledge. As a complement, a theoretical-explanatory model of transposition of scientific knowledge beyond the walls of the academy is proposed.

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APA 7

al, D. R. P. N. E. (s. f.). SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL. https://doi.org/10.1590/198053145494

MLA

al, Débora R. P. Nunes et. "SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL.". https://doi.org/10.1590/198053145494.

Chicago

al, Débora R. P. Nunes et. s. f. "SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL.". https://doi.org/10.1590/198053145494.

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al, D. R. P. N. E. s. f, SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL, Fundação Carlos Chagas, available at: https://doi.org/10.1590/198053145494 [Accessed 2 Jul. 2026].

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Título: SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL

Autor / colaboradores: Débora R. P. Nunes et al

Editorial: Fundação Carlos Chagas

ISSN: 0100-1574

ISSN: 0100-1574

Idioma: eng

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SPECIAL EDUCATION; AUTISM; EVIDENCE-BASED PRACTICES