Description
Book SynopsisDesigned for teacher preparation programs as well as teacher professional development,
The Practical Guide to High-Leverage Practices in Special Education: The Purposeful “How” to Enhance Classroom Rigor is the first book of its kind to introduce multiple HLPs working in tandem to implement evidence-based practices (EBPs).
The Practical Guide to High-Leverage Practices in Special Education is a powerful tool for those dedicated to improving student outcomes. Planned with the practitioner in mind, the text’s main objective is for teachers to recognize EBPs as “what” they teach and HLPs as “how” they teach. The book is written with a focus on inclusive education, making it a valuable resource for both general and special educators.
What’s included in
The Practical Guide to High-Leverage Practices in Special Education:
• A focus on one HLP per chapter and descriptions of connected HLPs and
how to use them for implementing featured EBPs
• Classroom scenarios for both elementary and secondary classrooms
• Tables of the crosswalks of connected HLPs and EBPs with resources for
further learning
The Practical Guide to High-Leverage Practices in Special Education: The Purposeful “How” to Enhance Classroom Rigor provides educators with the understanding of how HLPs and EBPs connect to effectively implement them for student success and is also an effective teaching and learning tool for teacher education preparation programs.
Table of Contents
- Contents
- Acknowledgments
- About the Authors
- Contributing Authors
- Foreword by Michael J. Kennedy, PhD
- Introduction
- Disclaimer
- Section I Collaboration High-Leverage Practices
- Chapter 1 Why Collaborate With Other Professionals? Amy I. Gaines, MA/MS and Wendy W. Murawski, PhD
- Chapter 2 I’m Supposed to Lead Meetings? How Do I Do That Well? Ruby L. Owiny, PhD
- Chapter 3 How Can Collaborating With Families Ensure Successful Outcomes for Students? Kathleen A. Boothe, PhD and Marla J. Lohmann, PhD
Section II Assessment High-Leverage Practices
- Chapter 4 How Can I Use Multiple Sources of Information to Paint a Comprehensive Portrait of My Students’ Strengths and Needs? Kelly Acosta, PhD; Jodie Ray, MA; Amber Benedict, PhD; and Kyena E. Cornelius, EdD
- Chapter 5 How Do You Become a “Steward” of Assessment Information to Engage All Stakeholders? Kyena E. Cornelius, EdD
- Chapter 6 Does Assessment Really Drive Instruction? Kyena E. Cornelius, EdD
Section III Social/Emotional/Behavioral High-Leverage Practices
- Chapter 7 How Do I Design and Maintain a Positive Learning Environment? Kimberly M. Johnson, PhD
- Chapter 8 What Feedback Guides “Improved” Behavior? Shantel M. Farnan, EdD
- Chapter 9 How Do I Teach Social Skills? Jennifer D. Walker, PhD and Ruby L. Owiny, PhD
- Chapter 10 What Creates and Sustains Behavior Change? Ruby L. Owiny, PhD and Jennifer D. Walker, PhD
- Section IV Instruction High-Leverage Practices
- Chapter 11 How Do I Know What Is Appropriate When Prioritizing Goals? Sarah M. Salinas, PhD and Kyena E. Cornelius, EdD
- Chapter 12 How Can I Ensure My Lessons Are Logically Sequenced? Kyena E. Cornelius, EdD and Ruby L. Owiny, PhD
- Chapter 13 How Do I Adapt Curricula and Materials? Alice L. Rhodes, PhD and Victoria Slocum, PhD
- Chapter 14 How Can Students With Disabilities Become Strategic and Independent Learners? Kyena E. Cornelius, EdD and Dana L. Wagner, PhD
- Chapter 15 Does Scaffolding Support or Stifle Students? Kiersten K. Hensley, PhD and Kyena E. Cornelius, EdD
- Chapter 16 Can I Truly Ensure Students Learn? Ruby L. Owiny, PhD
- Chapter 17 How Does Student Grouping Optimize Learning? Lawrence J. Maheady, PhD and Kyena E. Cornelius, EdD
- Chapter 18 How Do I Keep Students Involved in Learning? Ruby L. Owiny, PhD
- Chapter 19 How Do I Consider Assistive and Instructional Technologies in My Instruction? Alice L. Rhodes, PhD and Ruby L. Owiny, PhD
- Chapter 20 When Is Instruction Intensive Enough? Ruby L. Owiny, PhD
- Chapter 21 What Do I Need to Include so Students Maintain Their Learning, Not Only for Tomorrow, but Next Week, Next Year, and Forever? Jennifer A. Sears, PhD and Kyena E. Cornelius, EdD
- Chapter 22 What Feedback Should We Give Students to Guide Learning? Kyena E. Cornelius, EdD
- Conclusion by Ruby L. Owiny, PhD and Kyena E. Cornelius, EdD
- Financial Disclosures
- Index
