The purpose of this page is to provide resources and knowledge to support the integration of practices and research in mathematics and special education.
These two content areas may seem contradictory on the surface; however, our hope is that this section will educate and engage readers about the two fields and what they have in common, to better support all of our students.
These two content areas may seem contradictory on the surface; however, our hope is that this section will educate and engage readers about the two fields and what they have in common, to better support all of our students.
High Leverage Practices for Students with Disabilities
Permission is granted to reproduce and adapt any portion of this publication with acknowledgment. Reference: McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
The High Leverage Practices (HLP) for Students with Disabilities are best practices applicable to all content areas and across all grade levels, even though they may look and sound different across various content areas or grade levels.
Many HLPs are connected to one or more Mathematical Teaching Practices (MTPs). For example, HLP #11, “identifying and prioritizing long-term and short-term learning goals,” aligns with the MTP's goal of “establish mathematics goals to focus learning.”
Many HLPs are connected to one or more Mathematical Teaching Practices (MTPs). For example, HLP #11, “identifying and prioritizing long-term and short-term learning goals,” aligns with the MTP's goal of “establish mathematics goals to focus learning.”
To learn more about the HLPs, click here.
Evidence-Based Practices (EBP)
Evidence-based practices are grounded in research that meets specific quality indicators. Many of the HLPs are also EBPs; however, EBPs are specific to the content being taught.
Evidence-based practices for mathematics fall into five categories and have been studied specifically in mathematics.
These practices can be self-taught because they are not programs and can be implemented using the manipulatives in your school.
Evidence-based practices for mathematics fall into five categories and have been studied specifically in mathematics.
These practices can be self-taught because they are not programs and can be implemented using the manipulatives in your school.
To learn more about EBPs, click here.
EBP Resources