There is a lively discussion over on Conductive World [See "Evidence is not Enough" (22nd October) and "Measures of Outcome and Process" (23rd October)] regarding evidence in education. In part related to this discussion are postings on Facebook regarding the situation of Move and Walk from Judit Szathmary, Gabor Fellner and Lars Mullback (Bing translation is available)
My purpose with this post is simply to draw your attention to the Government-funded Teaching and Learning Research Programme (TLRP) – education research for the improvement of teaching and learning - which ran from 1999 to 2009, the largest ever such programme in the UK.
There's much to explore - not least what during that 10 years was - or was not - regarded as worthy of research time and investment of public funds - the 'Research Briefings' for instance. From the titles alone, a rough measure at best, 'special education' is represented solely as 'inclusion' and 'inclusive' (2 briefings each). And note the research Projects 'list by sector', which has no special education sector.
The TLRP's 10 evidence-informed pedagogic principles make an enticing starter for debate. How would you score conductive education against these 10 principles? If, as I do, you score it highly, then here is "evidence" from a government-funded research programme to support conductive education.
Worth a browse.