High Leverage Practices

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High Leverage Practices

In partnership with the CEEDAR Center, the Council for Exceptional Children has developed and published a set of high leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:

Collaboration
Assessment
Social/emotional/behavioral
Instruction

From these four aspects of practice, there are 22 practices intended to address the most critical practices that every K–12 special education teacher should master and be able to demonstrate. The selected practices are used frequently in classrooms and have been shown to improve student outcomes if successfully implemented.

Source: highleveragepractices.org

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Related Journals

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all...

Journal Name:

TEACHING Exceptional Children

Publish date:

04/26/2018

Big Ideas in Special Education: Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction

The mandate to provide specially designed instruction to support the learning and behavioral needs of students with disabilities is at the core of special education. As the field of special education...

Journal Name:

TEACHING Exceptional Children

Publish date:

09/19/2017

News From CEC: High-Leverage Practices in Special Education

This article in Teaching Exceptional Children provides a brief overview of the development process and rationale for high-leverage practices (HLPs) as well as a visual that describes each HLP.

Journal Name:

TEACHING Exceptional Children

Publish date:

08/01/2017

BRIDGES

This paper describes practical strategies teachers can use to increase and improve the quality of parent involvement. The BRIDGES model was developed as part of an action research project implemented...

Journal Name:

TEACHING Exceptional Children

Publish date:

11/23/2014

ACCESS! Teaching Writing Skills to Students With Intellectual Disability

Given the expectations that all students receive access to the general curriculum, instruction for students with intellectual disabilities (ID) must include teaching written expression. There is...

Journal Name:

TEACHING Exceptional Children

Publish date:

04/09/2015

PROSE Checklist

The abstract was removed per editor's suggestion.

Journal Name:

TEACHING Exceptional Children

Publish date:

04/12/2015

Bringing Instructional Strategies Home

Families of children with disabilities play a critical role in fostering development and promoting independence across the life span of their children. Although implementing collaborative supports can...

Journal Name:

TEACHING Exceptional Children

Publish date:

11/04/2015

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. While differentiated small group instruction is ideal for students with...

Journal Name:

TEACHING Exceptional Children

Publish date:

05/17/2016

Using Read-Alouds to Help Struggling Readers Access and Comprehend Complex, Informational Text

Fascinating and educationally important words and worlds are found in informational text, but informational text is often extremely challenging for students—those who struggle with reading or have a...

Journal Name:

TEACHING Exceptional Children

Publish date:

07/21/2016

Using Explicit and Systematic Instruction to Support Working Memory

Differences in working memory capacity have important implications for learning new skills and completing instructional activities. Students with learning disabilities are particularly vulnerable to...

Journal Name:

TEACHING Exceptional Children

Publish date:

07/21/2016

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