Special Educators’ Perceptions Of High-leverage Practices

Abstract

The most effective way to improve the performance of students is to improve the practice of their teachers. Moreover, providing highly effective, research-based instruction responsive to the unique needs of students with disabilities is vital for quality outcomes to occur. High-Leverage Practices (HLPs) were developed by the Council for Exceptional Children (CEC) as a list of research-based, frequently occurring, highly effective practices that special educators should be able to successfully implement. A mixed methods design was used to investigate special educators’ perceptions of HLPs in the area of instruction. This study explored the following research questions: 1. How do special education teachers perceive their knowledge of HLPs in instruction? 2. How do special education teachers perceive their skills in implementing HLPs in instruction? 3. How do special education teachers perceive their opportunities to implement HLPs in instruction? Outcomes indicated that special education teachers in Hawai’i are knowledgeable and skilled in the majority of the HLPs, however there are numerous barriers preventing them from implementing the practices on a regular basis. Those barriers include time, co-teacher control, fully self-contained settings, and lack of support or resources. It is promising for the field of special education that special educators are knowledgeable, skilled, and have opportunities to implement the majority of HLPs in instruction. While this study concentrated on the HLPs in instruction, further research should involve HLPs in all areas, to include assessment, collaboration, and social/emotional/behavioral.