Abstract
Providing students with instructional feedback is a critical skill that can have a powerful impact on student achievement. This chapter provides a review of three feedback questions (i.e., Where am I going? How am I going? Where to next?) special educators should use to guide feedback they provide to students and describe how to provide feedback at three levels (i.e., task, process, and self-regulation) to promote student success. Features of effective feedback (e.g., specific, corrective, immediate, goal-directed, culturally responsive), as well as practices to avoid when providing instructional feedback are then highlighted. The chapter includes several classroom examples of how to use effective feedback to scaffold student learning and promote student self-regulation. The chapter concludes with tips for how special educators can apply this HLP in their classrooms, as well as key resources on providing effective instructional feedback for students with disabilities.
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