Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Special Educators’ Perceptions of High-Leverage Practices

  • Cynthia Ann Farley, PhD (Author) University of Hawaii at Manoa image/svg+xml
    Cynthia Ann Farley, PhD. Cynthia Farley is the coordinator for the Exceptional Students and Elementary Education dual licensing program at the University of Hawaiʻi at Mānoa. She has 20 + years teaching experience in general education and special education classrooms. Her research interests include evidence-based practices, research to practice gap, and teacher preparation.
  • Rhonda S. Black, EdD (Author) University of Hawaii at Manoa
    Rhonda S. Black, EdD. Rhonda Black is a Professor of Special Education at the University of Hawai‘i at Manoa where she teaches and conducts research in strategies for adolescents with disabilities, cultural considerations, and media representation of disability. Her primary focus is preparing teachers and education leaders in the field of special education. She also focuses on promoting social competence and community integration for young adults and adults with intellectual disabilities.
DOI
https://doi.org/10.64546/jaasep.493
Abstract
The most effective way to improve the performance of students is to improve the practice of their teachers (McLeskey & Brownell, 2015). Teachers must provide highly effective, research-based instruction responsive to the unique needs of students with disabilities for quality outcomes to occur. High-Leverage Practices (HLPs) were developed by the Council for Exceptional Children (CEC) as a list of research-based practices that special educators should be able to successfully implement. A mixed methods design was used to investigate the perceptions of special educators who teach in Hawaii regarding HLPs in the area of instruction. Outcomes indicated that special education teachers in Hawai’i perceived themselves to be knowledgeable and skilled in the majority of the HLPs, however there were numerous barriers preventing them from implementing the practices on a regular basis.
Keywords
Barriers, Educational Practices, Elementary School Teachers, Evidence Based Practice, Knowledge Level, Preschool Teachers
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How to Cite
Farley, C. A., & Black, R. S. (2022). Special Educators’ Perceptions of High-Leverage Practices. Journal of the American Academy of Special Education Professionals, 17(2), 111-133. https://doi.org/10.64546/jaasep.493

Spring/Summer 2022

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  • Article Type Articles
  • Submitted April 21, 2022
  • Published June 15, 2022
  • Issue Spring/Summer 2022
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