Abstract
Special education high-leverage practices (HLPs) are designed to highlight practices foundational to teaching students with disabilities. While the field has focused most of its attention on HLPs in preservice teacher preparation, our research shifts attention towards how current educators utilize the HLPs. This study aimed to investigate general (n = 30) and special (n = 30) educators’ perspectives of their utilization of HLPs in support of students with disabilities through a Q-sort methodology. Results of the Q-sort revealed three distinct factor groups. Factor group distributions related to themes of focus on immediate content outcomes, effectiveness, and observance of individualized outcomes.
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