High Leverage Practices in Early Childhood Special Education

Date of Award

Winter 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Shirley Johnson


High-leverage practices are implemented by teachers in order for them to provide effective instruction. Teachers are able to provide adaptations and interventions to meet the diverse and complex needs of their students. The high-leverage practices were developed to help special education teacher candidates improve their effectiveness in their classrooms. There are four main topics when it comes to HLPs: collaboration, assessment, social-emotional-behavioral practices, and instruction. All are integrated amongst one another. HLPs should be used as a basis to implement specially designed instruction.

High-leverage practices should be evident in each grade level classroom whether it is general education or special education. The following project will state what high-leverage practices consist of, how they are demonstrated in the field of special education, and evidence of the high-leverage practices in an early childhood special education classroom.

Abstract only: No full text available.