High Leverage Practices for Inclusive Classrooms

by James McLeskey (Editor), Lawrence Maheady (Editor), Bonnie Billingsley (Editor), Mary T. Brownell (Editor), Timothy J. Lewis (Editor)

Overview

High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2--or work that mostly occurs with students with mild to moderate disabilities in general education classrooms--this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.

Product Details

ISBN-13:	9780367702304
Publisher:	Taylor & Francis
Publication date:	03/31/2022
Edition description:	2nd ed.
Pages:	382
Sales rank:	371,563
Product dimensions:	6.90(w) x 9.90(h) x 0.80(d)

About the Author

James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, and project staff member for the CEEDAR Center.

Lawrence Maheady is Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State.

Bonnie Billingsley is Professor of Teaching and Learning at Virginia Tech. She teaches in both the teacher preparation and doctoral programs at Virginia Tech.

Mary T. Brownell is a Distinguished Professor of Special Education at the University of Florida and Director of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

Timothy J. Lewis is Curators' Distinguished Professor of Special Education, Director of the University of Missouri Center for School-wide Positive Behavior Support, and Co-director of the Center on Positive Behavioural Interventions and Supports (PBIS).

Table of Contents

Section 1: Collaboration High Leverage Practices 1. Collaborating with Colleagues to Increase Student Success 2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section 2: Assessment High Leverage Practices 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Section 3: Social/Emotional/Behavioral High Leverage Practices 7. Consistent, Organized, Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Section 4: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Use Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Using Assistive and Instructional Technologies 20. Provide Intensive Instruction 21.Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Providing Positive and Corrective Feedback 23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

Editorial Reviews

"High Leverage Practices for Inclusive Classrooms would be useful for teachers at all levels. Beginning special educators will find the text well-organized and easy to read. The chapters on instruction provide specific research-based interventions for inclusion in undergraduate and graduate methods courses. Practicing teachers, even those with many years’ experience, will find practical ideas in the chapters on collaboration."

—Dee Berlinghoff, Ph.D., Professor of Emerita of Education, Mount Saint Mary College

"As a landmark practical resource for high leveraged practices based on scientific evidence for high incidence populations, this book is a must have for understanding how to best instruct students with disabilities while addressing the accountability demands of the field of special education. The introduction of high leveraged practices will long serve as an umbrella for new and existing educational initiatives, such as MTSS and PBIS."

—Mary Lynn Boscardin, Professor, College of Education, University of Massachusetts Amherst

"High Leverage Practices for Inclusive Classrooms is a must-have for all educators, leaders, and service providers working in general education inclusive classrooms. The book provides a wealth of resources, practical examples, tips, summaries, and relevant research sure to make the work of educators more efficient, engaging, effective, and responsive to the needs of students in inclusive classrooms. I will encourage all preservice and inservice teachers with whom I work to have a copy in their professional library. I want to thank the editors and authors for creating a publication that will be such an asset to the field of education and all those who work in it."

—Melinda Leko, PhD, Associate Professor, University of Wisconsin-Madison

From the Publisher