Publication Date

2022

Abstract

In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.

Author Biography

Michelle Gremp is an associate professor in the Education of the Deaf and Hard of Hearing program at Eastern Kentucky University. Her research focuses on teaching and learning strategies to improve language and literacy outcomes for children who are DHH and the use of similar strategies in higher education courses.

Maria L. Manning is an assistant professor who teaches special education courses in behavior disorders at Eastern Kentucky University. She focuses on learning and behavior disorders with an emphasis in emotional/behavioral disorders and interprofessional collaboration. As undergraduate coordinator, she fosters relationships between faculty and students.

Julie H. Rutland is an associate professor in the Interdisciplinary Early Childhood Education program at Eastern Kentucky University. She has experience in many roles, including that of a teacher, administrator, researcher and early interventionist working directly with young children and their families.

Mary Jo Krile is an assistant professor who teaches moderate to severe disability courses at the graduate level and learning and behavior disorder courses at the undergraduate level. Her research focuses on strategies to promote safe digital citizenship for students with moderate to severe disabilities.

Author's Notes

Correspondence concerning this article should be addressed to Michelle A. Gremp, 521 Lancaster Avenue, Combs 215, Richmond, KY 40475

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Applying Special Education High Leverage Practices to Enhance Learning in Higher Education Courses

In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.