Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.

中文翻译：

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自闭症，特殊教育需求和学校残疾的循证实践：扩大专业发展的研究学习社区模型的范围

研究学习社区（RLC）是一种越来越流行的协作专业发展形式，它使参与者深入参与研究证据并使他们自己成为研究人员。这项研究描述了RLC模型的使用，以使小学教师可以进行有关自闭症和学校系统变更的研究。一个由专家组成的跨学科团队，通过与最新的高质量研究进行结构化的互动，指导了由学校领导和班主任组成的团队。参与者设计并试用了以证据为依据的干预措施，以支持自闭症学生，并促进改善整个学校的特殊教育和残疾政策和实践（SEND）。RLC允许他们在相互反思和学习的过程中与其他老师分享经验。评估表明，参与者对领导变革抱有信心，并有效利用研究来制定SEND学校的政策和实践。