High quality research has established an evidence base for a number of practices that produce positive outcomes for students with disabilities. However, teachers’ beliefs may hinder their use of these evidence-based practices. This literature review comprises a systematic search locating research at the intersection of teachers’ beliefs and evidence-based practices for students with disabilities, published in peer-reviewed journals between 2001 and 2018. Ten articles met the inclusion criteria. Results were synthesised to an a priori model depicting factors that influence teachers’ beliefs. Five new factors specific to practices for students with disabilities emerged: (i) co-teaching, (ii) itinerant teachers in a supporting role, (iii) different practices of special education and general education teacher, (iv) insufficient professional development, and (v) insufficient time.

高质量的研究已经为许多为残疾学生带来积极成果的实践建立了证据基础。但是，教师的信念可能会阻碍他们使用这些循证实践。这篇文献综述包括针对残疾学生的教师信仰与循证实践相交的系统搜索定位研究，该研究发表在2001年至2018年的同行评审期刊上。有十篇文章符合纳入标准。将结果综合到一个先验模型中，该模型描述了影响教师信念的因素。针对残疾学生的实践出现了五个新的因素：（i）共同教学，（ii）巡回教师担任辅助角色，（iii）特殊教育和通识教育教师的不同实践，