TY - JOUR
T1 - Big Ideas in Special Education Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction
AU - Riccomini, Paul J.
AU - Morano, Stephanie
AU - Hughes, Charles A.
N1 - Publisher Copyright:
© 2017 The Author(s).
PY - 2017/9/1
Y1 - 2017/9/1
N2 - After returning from the Council for Exceptional Children (CEC) conference in Boston, five teachers were sharing information from the sessions they attended. Mrs. James, a special education teacher, attended multiple sessions emphasizing the importance of using “high-leverage practices” (HLPs) to become a more effective teacher. Mr. Franks, a general education teacher, and his co-teacher, Mrs. Fox, a special educator, attended sessions focused on how to intensify instruction for struggling students with disabilities through the use of “explicit instruction” (EI). Finally, Mrs. Arrow, the special education department chair, attended sessions on providing “specially designed instruction” (SDI) for students with disabilities. In addition, all five of the teachers mentioned that “intensive instruction” (II) was a term used in many of their sessions. As they shared information, it became clear to the group that they were unclear about the differences and similarities of these terms. They left their meeting with several important unanswered questions: Are HLPs, SDI, EI, and II the same thing? How are HLPs related to explicit instruction? If HLPs are used, does that mean SDI is being provided? Does using HLPs, such as EI, mean I am providing intensive instruction?.
AB - After returning from the Council for Exceptional Children (CEC) conference in Boston, five teachers were sharing information from the sessions they attended. Mrs. James, a special education teacher, attended multiple sessions emphasizing the importance of using “high-leverage practices” (HLPs) to become a more effective teacher. Mr. Franks, a general education teacher, and his co-teacher, Mrs. Fox, a special educator, attended sessions focused on how to intensify instruction for struggling students with disabilities through the use of “explicit instruction” (EI). Finally, Mrs. Arrow, the special education department chair, attended sessions on providing “specially designed instruction” (SDI) for students with disabilities. In addition, all five of the teachers mentioned that “intensive instruction” (II) was a term used in many of their sessions. As they shared information, it became clear to the group that they were unclear about the differences and similarities of these terms. They left their meeting with several important unanswered questions: Are HLPs, SDI, EI, and II the same thing? How are HLPs related to explicit instruction? If HLPs are used, does that mean SDI is being provided? Does using HLPs, such as EI, mean I am providing intensive instruction?.
UR - http://www.scopus.com/inward/record.url?scp=85056721580&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85056721580&partnerID=8YFLogxK
U2 - 10.1177/0040059917724412
DO - 10.1177/0040059917724412
M3 - Article
AN - SCOPUS:85056721580
SN - 0040-0599
VL - 50
SP - 20
EP - 27
JO - Teaching Exceptional Children
JF - Teaching Exceptional Children
IS - 1
ER -