Abstract
Special education teachers are presented with numerous demands within the classroom and must have a specific skill set to adequately address diverse needs. Therefore, 22 high leverage practices (HLPs) for special education teachers were established. This study assessed the impact of a semester of teaching the HLPs, including a final project requirement, on senior teacher candidates’ comfort level implementing the HLPs. Results indicate that the explicit teaching of the HLPs, required project, and practicum led to the students’ increased comfort implementing the HLPs. Additionally, the authors reviewed data gathered and used it to explore their university’s current curriculum to determine where, when, and how the department was teaching the HLPs.
Recommended Citation
Clemson, Cindy and Merimee, Sarah N.
(2020)
"Evaluating Preservice Special Education Candidates’ Comfort Level Implementing High Leverage Practices,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 7:
Iss.
1, Article 2.
DOI: https://doi.org/10.61611/2995-5904.1028
Available at:
https://digitalcommons.murraystate.edu/ktej/vol7/iss1/2