We demand much from educators when it comes to serving our children. Teachers must be experts and practitioners, up to date on research, yet on the front lines of testing new methods in real world classroom settings. Special education is further complicated by the diversity of diagnoses and multiple fields of medicine involved. The daunting, multi-faceted and tangled nature of using research-based practices in the classroom has resulted in a gap between research in academia and practice in schools.
Teachers are now expected to be evidence-based practitioners, just as health professionals, but the development of the skills necessary to select and apply evidence-based interventions is largely deficient in most teacher education programs. This is not for lack of instruction on what are evidence-based interventions, but rather the absence of a model for applying them in an educational context. (West, et al 2013)
CFA bridges that gap by simplifying the tools that support research-based practices and delivering them straight to the teachers. With the combined expertise of professionals in consulting, residential training, clinical treatment, special education, and speech-language pathology, CFA supports teachers in educating students with ASD. Utilizing an extensive database of teaching materials and assessments, teachers can better equip themselves to put research into practice, and effectively reach each student in their classroom.
West, E. (2013). Current Status of Evidence-Based Practices for Students with Intellectual Disabilities and Autism Spectrum Disorders. Education and Training in Autism and Developmental Disabilities, 48(4), 443-443.