High Leverage Practices - Interventions for the Classroom
Date of Award
Winter 12-17-2025
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Shirley Johnson
Abstract
High-Leverage Practices (HLPs) provide research-based framework for meeting the diverse academic and behavioral needs of students with disabilities. These practices outline the essential knowledge and skills special educators must possess, including curriculum adaptation, scaffolding, explicit instruction, metacognitive strategy instruction, student engagement, effective feedback, assistive technology, and intensive intervention. Research emphasizes that educators play a critical role in promoting meaningful student progress and must be able to implement HLPs effectively and consistently. This need extends to teacher preparation programs, which must ensure that future special educators are equipped to support culturally diverse learners as well as students with disabilities. Although HLPs have demonstrated their value in improving student outcomes, many educators continue to face challenges related to limited knowledge, insufficient training, or lack of time. Continued discussion, research, and practical implementation of HLPs remain essential to ensuring that all teachers are prepared to meet the needs of diverse learners.
Recommended Citation
Coolidge, Mary I., "High Leverage Practices - Interventions for the Classroom" (2025). Dissertations, Theses, and Projects. 1083.
https://red.mnstate.edu/thesis/1083