High-Quality Special Education Professional Development Improves Teacher and Student Outcomes

This meta-analysis examined special education professional development (PD) designed to improve outcomes for students with disabilities or to train teachers on evidence-based instruction and interventions in special education. The primary focus was on the impact of special education PD on teachers’ skills, beliefs, and knowledge. A secondary aim was to examine the impact on student outcomes. Results indicated that PD had a greater effect on teacher-related measures ( g = 0.53) compared with student measures ( g = 0.17). All studies included active participation opportunities and PD topics covered literacy, behavioral support, explicit instruction, and data-based decision-making. The findings emphasize the importance for PD to apply content knowledge to evidence-based practices in special education.