Currently, professionals in all fields that work with students with disabilities, including education, face a “demand” that their decisions about which interventions to use be guided by evidence-based practices. The “gold standard” for evaluating the effectiveness of interventions is the use of randomized, controlled trials that are well designed and implemented. In this article, the author identifies the challenges in implementing an evidence-based framework for students who are deaf or hard of hearing, presents a guideline for evaluating the quality of evidence, and provides recommendations related to evidence-based practices and students with hearing loss for researchers and practitioners.
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