Can research-practice partnerships promote evidence-informed practice for autistic students? A multiple-case study in special education schools

The volume of research on autism intervention has grown significantly, yet a persistent gap remains between research and its application in autism education. Despite substantial investments in autism education and implementing various practices in schools, limited research has examined the effectiveness of these educational practices. This study explores how research-practice partnerships (RPPs) can support the development of evidence-informed practice (EIP) in special education schools serving autistic students. EIP emphasises integrating research findings with educators’ expertise and contextual realities, enabling flexible and meaningful educational responses. Through a multiple case study design involving three special education schools, the research demonstrates how RPPs can promote EIP in everyday school practices and contribute to bridging the research and practice gap. The discussion addresses the strengths, challenges, and potential of RPPs to enhance educational research and practice in autism school settings.