Introduction

Abstract

One of the essential functions of public education is to provide all students with the skills necessary to be agents of change within their own lives. The identification of high-leverage practices (HLPs) more specific to enhancing outcomes for students receiving special education services provides a unique opportunity for broad dissemination and ultimately, the scaling up of foundational practices to support learners with disabilities and their teachers. Though HLPs are broadly applicable to students with a range of learning differences, their application may look different for some learners with extensive support needs (ESN). Though students with ESN are certainly more like their peers than different, they often require additional supports to maximize the effectiveness of any HLP.