Abstract
Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.
Highlights
Special and general teachers face complex challenges related to meeting the instructional needs of students with autism and mild disabilities in both traditional and remote settings
Over 7 million students ages 6-21 who are eligible for special education under the Individuals with Disabilities Education Act (IDEA), over 700,000 students with
504 plans, nearly 775,000 children ages 3-5 who attend preschool under IDEA and over 400,00 children ages 0-3 who are served in programs under Part C of IDEA in public schools will be impacted by this decision (OSERS, 2020)
Summary
Special and general teachers face complex challenges related to meeting the instructional needs of students with autism and mild disabilities in both traditional and remote settings. Often, these students with disabilities (SWD) struggle to meet academic and social-behavioral demands in varied educational settings. The Collaboration for Effective Educator, Development, Accountability and Reform (CEEDAR) and the Council for Exceptional Children (CEC) published the High-Leverage Practices in Special Education These high-leverage practices (HLPs) are multifaceted, evidencebased practices that can be used to plan and deliver instruction that promotes academic and social-behavioral achievement for SWD across subjects and settings [7].
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