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HLP is designed to help teachers to remove barriers that may be preventing their students from reaching their full potential.

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Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., Shogren, K. A., & Burke, M. M. (n.d.).

Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 10/e. Retrieved

from https://platform.virdocs.com/read/2361145/16/#/4/2

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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).

High-leverage practices in special education. Arlington, VA: Council for Exceptional

Children & CEEDAR Center.

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Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site.Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

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Assistive Technologies to Support Students With Dyslexia (1).pdf

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"Dyslexia is a neurobiological disability

characterized by, but not limited to,

challenges with accurate and fluent

reading, word recognition, decoding, and

spelling despite normal cognitive abilities

and access to appropriate instruction

(International Dyslexia Association,

2002)" (Dawson, et al, 2019, p. 227).

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Based upon the information gathered from the IEP meeting, teachers are to make long and short term goals in order to best help the student for whom the meeting was for.

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HLP 14: Cognitive and Meta-cognitive strategies

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HLP 14: Cognitive and Meta-cognitive strategies

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Teachers use reflective assignments to help students gauge their own progress and where they need extra help.

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A strategy in which teachers provide temporary help through oral, kinetic, and auditory examples until a student can complete the task independently.

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HLP 19: Assistive and Instructional Technologies

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HLP 19: Assistive and Instructional Technologies

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Students are provided with technology that can help promote independent work based upon their needs that are discussed in the IEP meetings.

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HLP 11 can help students with dyslexia have small check in points so that as they are mastering their skills in reading, they can have positive reinforcement to keep doing the things that work and improve upon the things that are not working.

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Using reflective exercises not only helps the student gauge where they are in their learning, but it also helps the teachers see what is working and adjust the students learning plan from there.

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Through providing several different methods of learning, teachers are able to see the student's preferences and what works best for them to learn and retain the information presented to them.

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As teachers help students in the ways that they can, using technology can provide a boost to the students independence and understanding of the content. This can also allow students to have that extra assistance at home.