A common catch-cry is for teachers to use evidence-based teaching practice that result in better outcomes for students. But what does the term ‘evidence-based’ mean? Many people believe evidence-based practice refers only to quantitative research. Quantitative research is based on numbers and is also referred to as positivist, scientific and empirical. Quantitative research is a good approach if the research question can be answered with numbers. The results of quantitative research can be easily communicated to others as numbers can be transferred into graphs and charts. If the research question is whether a teaching program for students with disability is effective, a quantitative approach is a sensible choice. Data collected before the introduction of the program, and at the completion of the program could be collected and compared to determine if there was a difference. Quantitative research plays an important role in all professions and has provided information about teaching strategies that work such as systematic phonetic phonics, and those that do not, such as brain gym, facilitated communication and Irlen lenses. This knowledge is valuable as it saves money, time and energy and improves outcomes for students. The analysis of the data provides vital information so that teachers can make informed decisions about the programs they introduce to their classroom. However, not all questions can be answered with numbers. For instance if we want to know whether students feel supported to have a voice during the individual learning plan process, a quantitative approach will not work so well. Instead of collecting numbers, the type of data that can answer this question are the words of the student. Qualitative data can provide an answer to questions on motivations, perceptions and meanings rather than cause and effect. It is an important part of teaching students with disability as they rarely have a voice within research as the literature is dominated by professionals. Qualitative research typically has smaller sample sizes and uses focus groups, interviews and/ or observation. It plays an important role when teaching students who are vulnerable, such as students with disability, as it often addresses questions that are not captured within quantitative approach. Action research is a type of qualitative research where teachers reflect upon their own teaching practice through progressive problem solving, often through a community of practice. This is where teachers address issues and solve problems by working with others. It can be a powerful way of bringing about change. However, qualitative research doesn’t tell the whole story. Neither does quantitative research. But together, quantitative and qualitative research tell a more complete story about how to teach students with disability.
