Integrating Technology into the High-Leverage Practices in Special Education Teacher Preparation
Authors: Samantha Goldman; info@ciddl.org
CIDDL’s latest recorded webinar series highlights researchers integrating technology into the High-Leverage Practices (HLPs) in special education teacher preparation. HLPs are important for special education teachers to support student learning outcomes. These 22 practices, divided into four domains—collaboration, data-driven planning, instruction in behavior and academics, and intensifying and intervening as needed—should be integrated into teacher preparation programs. While HLPs don't rely on technology, innovations like AI, virtual field experiences, and mixed-reality simulations are used to prepare teachers and apply these practices. This recorded webinar series explores innovations to enhance further the application and knowledge of HLPs in special education teacher preparation.
Download the webinar supplemental, a one-page document with links to each video, article citations, and extras provided by the authors (e.g., links to slides and other resources).
An Introduction to the High-Leverage Practices in Special Education
In this video, Dr. Ruby Owiny, Associate Professor of Special Education at Minnesota State University, Mankato, and Kyena Cornelius, Clinical Associate Professor at the University of Florida, discuss how High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs) work together to improve classroom teaching. They explain that HLPs are key teaching strategies backed by research that help advance student learning. These practices provide a common framework and language for new and experienced teachers to use the most effective classroom techniques. They emphasize the importance of learning the individual HLPs and then exploring how they connect with EBPs to offer tailored, evidence-based instruction for all students. They highlight the collaborative nature of using HLPs and EBPs to support student learning and well-being.
[embedyt] https://www.youtube.com/watch?v=ePZaTF20FEg[/embedyt]
Preparing Candidates to Translate High-Leverage Practices to Remote Environments
In this video, Dr. Shannon Budin and her colleagues, Dr. Andrew Hashey, Dr. Angela Patti, and Dr. Lisa Rafferty from Buffalo State University, focus on preparing teacher candidates to translate High-Leverage Practices (HLPs) into remote learning environments. Dr. Budin discusses the importance of preparing teachers for various instructional settings, including face-to-face and online modalities. The webinar outlines a systematic approach with five key tips to help teacher education faculty adapt HLPs for remote environments while maintaining their core principles. Practical examples for adapting HLPs include establishing a consistent, organized learning environment and promoting active student engagement in synchronous and asynchronous online instruction. The webinar also emphasizes the need for modeling, practice opportunities, and thoughtful technology integration to support using HLPs in remote settings.
[embedyt] https://www.youtube.com/watch?v=s_7xg_jWEM4[/embedyt]
Using Mixed Reality Simulation with High-Leverage Practice
In this video, Dr. Melissa Driver, Associate Dean of Curriculum and Innovations at Kennesaw State University, discusses how her institution uses mixed reality simulation to teach high-leverage practices to pre-service and novice special education teachers. Dr. Driver begins by outlining the key challenges in preparing effective new special education teachers, including the need for structured, realistic practice opportunities and meaningful feedback. She introduces mixed reality simulation as an innovative solution that allows teacher candidates to practice in a safe, controlled environment before entering the field. The video demonstrates how mixed reality simulation integrates with high-leverage practices, allowing candidates to engage in scenarios like teaching explicit instruction or participating in an IEP meeting. Dr. Driver highlights the benefits of this approach, including the ability to personalize the simulations, control the difficulty level, and provide immediate feedback and coaching. Throughout the presentation, Dr. Driver shares examples of how mixed reality simulation is being used at Kennesaw State, as well as resources developed by the CEEDAR Center to support the implementation of practice-based learning opportunities. The video concludes with an invitation for viewers to reach out with any questions.
[embedyt] https://www.youtube.com/watch?v=Sm-qyW-tDtg[/embedyt]
Integrating AT & HLPs in Pre-Service Special Educator Preparation Programs
In this video, Dr. Belinda Rudinger, an assistant professor of psychology and special education at East Texas A&M, discusses the importance of integrating assistive technology (AT) and high-leverage practices (HLPs) into pre-service teacher preparation programs. She emphasizes that the legal definition of AT includes not only devices but also the services to support them. Dr. Rudinger highlights research showing teachers' perspectives and self-efficacy regarding AT greatly impact student outcomes. To address this, she shares how her university infuses AT instruction across all special education courses, providing hands-on training and a growth mindset approach. Dr. Rudinger also explains the connections between specific HLPs and the effective use of AT, underscoring the need for pre-service teachers to be prepared to leverage technology to support all students. Her practical examples and emphasis on collaboration demonstrate strategies for comprehensively integrating AT and HLPs into educator preparation.
[embedyt] https://www.youtube.com/watch?v=ikr3zFKBzJ0[/embedyt]
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