High-leverage instructional practices for students with disabilities in inclusive settings

Addressing the needs of students with disabilities (SWD) in K-12 settings effectively must be a collaborative, data-driven, and purposeful process (Aceves and Kennedy [2024, February]. High-leverage practices for SWD, 2nd ed. Arlington, VA: Council for Exceptional Children and CEEDAR Center.). Implementing a core foundation of easy-to-use, evidence-based practices (EBPs) supported by research can enhance teaching across content areas. The practices provide a structured approach that benefits general education, special education and those at risk of disabilities. The publication of the High-Leverage Practices (HLPs) in Special Education updated by the Council for Exceptional Children (CEC) and the CEEDAR Center can help educators meet the needs of SWD (Aceves and Kennedy [2024, February]. The updated HLPs are relevant for all educational settings and all learners. Educators, whether in pre-service programmes or undergoing in-service professional development, must be prepared to implement practices that support all students. The present article focuses on the practical application of 12 of the 22 HLPs related to effective instructional practices, further categorised into two groups (1) Collaborative and Data-Driven Instructional Planning, and (2) Effective Instruction and Supportive Learning Environments. The strategies can help with designing and delivering instruction that is intentional, adaptable, and responsive to all students.