Abstract
The focus of this chapter is on issues that relate to effectively conducting and interpreting intervention research in learning disabilities. Intervention research involves “scientifically based efforts to document specific techniques whose intention is to improve, in some socially acceptable way, the functioning of individuals characterized as learning disabled” (Scruggs, 1990, pp. 66–67). However, intervention research cannot be expected to produce educational programs similar to a pill or injection that will cure students (Shavelson & Berliner, 1988). In fact, several scholars argue that simple mechanistic concepts from engineering and medicine are incorrectly applied to the field of psychology and education (Danziger, 1990; Shavelson & Berliner, 1988). Instead, these authors suggest that learning is a social event and knowledge is socially constructed by members of the learning community. “With learning both socially mediated and individually constructed ... prescriptions for educational policy or practice are impossible” (Shavelson & Berliner, 1988, p. 10). Research needs to focus on the long-term development of knowledge as well as on short-term “fixes” (Shavelson & Berliner, 1988).
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Englert, C.S. (1994). Instructional Issues in Conducting Intervention Research at the Elementary Level. In: Vaughn, S., Bos, C.S. (eds) Research Issues in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8345-1_6
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