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This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. We contrast research knowledge and practice knowledge and describe factors that moderate the influence of research on practice, in both general and special education. These factors include teacher knowledge and learning, teacher attitudes and beliefs, and context. We conclude by considering various issues and alternatives for reconceptualizing the relationship between research and practice in special education.
Malouf et al. (Wed,) studied this question.