“Everything should be made as simple as possible, but not simpler.” This sage insight from Albert Einstein can easily be applied to the process of teaching and learning. When it comes to instruction, the high-leverage practices (HLPs) for students with disabilities are a deceptively simple set of effective teaching moves. These research-based practices were designed to help inform and shape special educator development (Sayeski, 2018).
In 2023-24, the Region 7 Comprehensive Center collaborated with the Mississippi Department of Education to facilitate a community of practice aimed at helping educators deepen their knowledge and understanding of the HLPs. These 22 practices, established by the CEEDAR Center at the University of Florida, include 6 Pillar HLPs considered the most foundational for teaching and learning.
We focused on three specific HLPs, including one Pillar Practice, for our community of practice. These included explicit instruction (Pillar Practice), adapting curriculum, and providing scaffolded supports. For each of these, we designed an infographic to provide a succinct overview of the practice and its key features. These infographics provide a quick reference for each HLP and serve as effective tools for instructional coaches and professional learning.
Out of all the HLPs, explicit instruction is often considered the most fundamental and impactful practice. This is due to the simplicity of its various instructional moves. As opposed to a single approach or strategy, explicit instruction can be a combination of over a dozen foundational teaching behaviors (Hughes et al., 2017). These include using a logical sequence within lessons, providing clear models and explanations, offering multiple opportunities to respond, and providing a range of both examples and non-examples. These simple instructional moves are proven to have a profound impact on students with disabilities. In fact, these potent practices are hallmarks of effective teaching for all students.
Authors: Samuel Glickman, Jessica Folsom; Region 7 Comprehensive Center
Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142
Sayeski, K. L. (2018). Putting High-Leverage Practices Into Practice. TEACHING Exceptional Children, 50(4), 169–171. https://doi.org/10.1177/0040059918755021
