Abstract
In 2018, the Council of Exceptional Children in conjunction with the CEEDAR Center at the University of Florida introduced these 22 High Leverage Practices to improve the classroom experiences of K-12 Special Education students. There was an opportunity to access grant money for Teacher Education programs in participating states. As a co-writer of the grant for Georgetown College, the focus was to integrate these practices in the classes of our Graduate Special Education program. It was important for our teacher candidates to know these practices so they could enhance their classroom instruction. There are 22 HLPs in four categories: Collaboration, Assessment, Social/ Emotional /Behavioral Practices and Instruction. Recently, HLPs were also adapted for online instruction due to the effect of the pandemic on in person classroom learning. In various courses, our teacher candidates were introduced to all the HLPs in course content, online class discussions, discussion forums and asked to compile an HLP log while in their field placements. Since integrating these practices in the courses, data has been collected from teacher candidates to analyze their understanding and the success of their application in their classrooms. A summary of all findings is discussed.
Presenters
Melody DeprezProfessor of Education, Graduate Special Education, Georgetown College, Kentucky, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learner Diversity, Instructional Practices, Teacher Education
