“It sounds like a good idea.”
We hear that all the time in education. A new program, a popular theory, a promising intervention, or an explanation for why students learn the way they do.
But sounding good and being supported by evidence aren’t the same thing.
In this webinar, we take a look at how ideas move from theories and assumptions into psychology, education, and special education—and what happens when we actually start asking whether they hold up.
We’ll also look at why the words we use to describe research matter, particularly when those words make their way into special education law and educational decision-making.
Who Is This For?
Parents & Caregivers
If you’ve ever wondered whether a program, intervention, or explanation being used with your child is actually supported by evidence, this webinar gives you a way to start asking better questions.
Parent Advocates
Learn to look beyond claims that something is “research-based” and think more critically about what the evidence actually tells us.
Attorneys
Explore why distinctions in research terminology can matter when evaluating educational practices and special education decisions.
Educators & Administrators
Take a closer look at how educational practices become accepted—and why popularity isn’t necessarily the same thing as scientific support.
Evaluators & Related Service Providers
Consider how theories, measurement, research, and evidence influence assessment and educational decision-making.
Students
Build a stronger foundation for thinking critically about the research behind the practices used in schools.
From Pseudoscience to Evidence
Something can sound really good. That doesn’t mean we’ve tested whether it’s true.