This series of practice briefs highlight six evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities.
The briefs use a three-phase cycle for planning, delivering, reviewing and intensifying individual, small-group, and whole-group instruction. They are designed to be used as a quick reference guide or tip sheet to support current and future educators and leaders working with students with disabilities and may also be used to structure conversations in professional workgroups, learning communities, college courses, and professional development.
*Nelson, G., Cothren Cook, S., Zarate, K., Powell, S.R., Maggin, D.M., Drake, K.R., Kiss, A.J., Ford, J.W., Sun, L., & Espinas, D.R. (2021). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education. https://doi.org/10.1177/07419325211063491
