Commonly held notions about teaching and learning influence and reflect the practice of many classroom teachers. This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices. Each notion is described, and then the author briefly discusses why or how it hinders effective instruction. Reasons why many educators subscribe to these faulty notions are suggested, and three recommendations that may increase the adoption of research-based teaching practices are offered.
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