High-Leverage Practices: Teaching Students with Disabilities--and All Students Who Need a Learning Boost

Autor/inn/en	Brownell, Mary T.; Ciullo, Stephen; Kennedy, Michael J.
Titel	High-Leverage Practices: Teaching Students with Disabilities--and All Students Who Need a Learning Boost
Quelle	In: American Educator, 44 (2021) 4, S.12-19 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Elementary Secondary Education; Teaching Methods; Students with Disabilities; Direct Instruction; Feedback (Response); Instructional Effectiveness; Equal Education; Inclusion; Learning Activities; Learner Engagement; Federal Legislation; Educational Legislation; Classroom Environment; Goal Orientation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Inklusion; Lernaktivität; Bundesrecht; Bildungsrecht; Schulgesetz; Klassenklima; Unterrichtsklima; Zielorientierung; Zielvorstellung
Abstract	High-leverage practices (HLPs) are instructional approaches educators in K-12 can use to teach different types of learners and content. They are deemed "high leverage" because they are foundational to effective instruction, they help with managing and intervening in students' behavior, and they support successful implementation of the Individuals with Disabilities Education Act (the legislation guaranteeing that students with disabilities receive a free and appropriate education with their nondisabled peers to the extent that is possible). This article describes two HLPs that are foundational for delivering effective instruction: (1) use explicit instruction; and (2) provide high-quality feedback. Research shows that teachers can use these two practices in general and special education classrooms to improve student outcomes. In addition, they are a great starting place for implementing other HLPs. In describing these two HLPs, the authors provide examples of how teachers might use them. A a list of resources teachers can use to support their implementation is also provided. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01