Whether instruction is happening in traditional classroom settings or through a variety of virtual platforms, successful teaching requires that all teachers possess the ability to collaborate with others, evaluate student performance, establish quality learning environments, and individualize instruction. Drawing on the 2017 Council for Exceptional Children (CEC) publication, High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), the Special Education faculty at Eastern Kentucky University describe ways in which four intertwined components of collaboration, assessment, social/ emotional/behavioral practices, and instruction are incorporated into teacher preparation courses to equip candidates with skills to meet the individualized learning needs of their future students.
Gremp, Michelle A. Ph.D, CED; Rutland, Julie Harp Ph.D.; Manning, Maria L. Ph.D.; and Krile, Mary Jo Ph.D.
"Using CEC High Leverage Practices to Prepare Teacher Candidates to Meet Individual Student Learning Needs,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 8:
2, Article 4.
Available at: https://digitalcommons.murraystate.edu/ktej/vol8/iss2/4