A resource for school-based consultation: Supporting effective instruction for students with disabilities in inclusive classrooms

Waldron, N.L. (Nancy)¹, McLeskey, J.L. (James)^2
1University of Florida, 2-083 Norman Hall, 618 SW 12th Street, FL32611, Gainesville
²University of Florida, 2-190D Norman Hall, 618 SW 12th Street, FL32611, Gainesville

 

Submission type

Round Table Discussion

Scheduled

Room 106, 11-07-2019, 13:30 - 15:00

Keywords

Effective instructional practices, school-based consultation, improving learning outcomes, professional learning/development

Summary

To meet the needs of students with disabilities, school psychologists regularly consult regarding classroom instruction. Evidence reveals that effective instructional practices (e.g., evidence-based practices) are not frequently used by teachers. Thus, there is a need for psychologists to provide research-based information and support when consulting with teachers as they design and deliver instruction in inclusive classrooms. 

 

To improve educational outcomes in the USA, the Council for Exceptional Children developed a set of 22 High Leverage Practices (HLPs) for teaching students with disabilities. Criteria used to identify these practices included: evidence of effectiveness, frequent use in classrooms, and practices fundamental to effective teaching. These practices are increasingly used as the foundation for teacher preparation programs, and also have utility for school psychologists engaged in consultation. 

 

Objectives and Expected Outcomes

This presentation provides an overview of the HLPs and engages participants in a discussion of their applicability to school psychology preparation and consultation with teachers to improve instruction and learning outcomes for students with disabilities. 

 

Expected learning outcomes:

·     Increase knowledge of effective instructional practices for students with disabilities, and applicability to school-based consultation.

·     Provide knowledge of resources on HLPs to enhance consultation practice and share with other school-based professionals.

Auteurs