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Hello fellow classmates and peers! My name is Faith Sierra and I am a full-time student as ASU completing my Bachelors degree in Elementary Education with a minor in Special Education. This weeks module and reading materials have not only been very insightful but also very educational and important material for my future career as an educator. Learning about HLPs just shows me the importance of them as teaching methods and as a essential tool to help children with disabilities more effectively. Through this course, we’re getting the chance to explore these practices and learn how to apply them in real classroom setting to improve student success. My chosen article is from Teaching Exceptional Children- Big Ideas in Special Education: Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction, the image above is a direct link to this eye-opening an educational reading material.

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Big Ideas in Special Education Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction (1).pdf

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I decided to chose this article because not only did the title captivate my interest and curiosity. It resonated with the importance in strategies and needed different methods to reach children in a instructional setting while considering their different needs and tools to succeed.

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My chosen article has the authors explain how these “big ideas” work together to support students with disabilities in a meaningful and effective way. It provides a cohesive framework that integrates specially designed instruction (SDI), high-leverage practices (HLPs), explicit instruction, and intensive intervention. They emphasize that these elements are not standalone strategies, but interdependent components that when used collectively it significantly enhances educational outcomes for students with disabilities.

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One key teaching strategy recommended by Riccomini, Morano, and Hughes (2017) is the use of explicit instruction, which involves clear, direct teaching of academic content through modeling, guided practice, and immediate feedback. This approach is particularly effective for students with disabilities because it provides structure and supports mastery of foundational skills through targeted interventions. "It promotes active student engagement by requiring frequent and varied responses followed by appropriate affirmative and corrective feedback, and assists long-term retention through use of purposeful practice strategies" (Hughes, Morris, Therrien, & Benson, 2017, p. 4). This is a proactive, structured teaching method that benefits all learners, especially those with disabilities.

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Another important strategy emphasized in the article is the implementation of intensive intervention/instruction, which includes data-driven, individualized instruction that targets specific skill deficits and is delivered with increased frequency and duration. "II, also an HLP, is a process by which the intensity of

an intervention is increased to match the severity of student need or lack of expected or adequate academic or behavioral progress" (McKlesky, 2017). It’s designed for students who haven’t responded to core instruction, including explicit strategies, and need additional, focused support. Intensive intervention often involves smaller groups or one-on-one settings, increased instructional time, and ongoing progress monitoring.

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How will this information help me promote inclusion (opportunities for individuals with disabilities to be included in all environments) and equitable, culturally responsive practices?

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How will this information help me promote inclusion (opportunities for individuals with disabilities to be included in all environments) and equitable, culturally responsive practices?

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The information in this article will help me promote inclusion by reminding me that truly inclusive environments require more than just placing students with disabilities in general education classrooms. We need to develop learning plans that reflect the unique needs of all students. For example, explicit instruction helps ensure all students, especially those who might otherwise be left behind, understand the material. Intensive intervention ensures we don’t give up on students who need more time or support to succeed (Mcklesky, 2017). Each student brings unique strengths and challenges. By using proven strategies, I aim to show them they're seen, valued, and capable. That’s what equitable teaching means to me.

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Why does it matter that teaching practice be evidence based and inclusive?

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Why does it matter that teaching practice be evidence based and inclusive?

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When teaching it matters that it is both evidence-based and inclusive because we have a responsibility to do what works, not just what’s convenient or familiar. We owe it to our students to use strategies that are proven to help them learn, grow, and feel like they belong. This article gave me practical tools to do just that, and it strengthened my belief that inclusion isn’t just a goal. It’s a mindset we carry into every lesson, every classroom, and every relationship with students.

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Has learning about instruction changed my thinking about students with disabilities? 

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Has learning about instruction changed my thinking about students with disabilities? 

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Learning about this method of instruction has not changed my thinking about students with disabilities, but it has changed and opened my mind to how better instruct for them and their diverse needs. Specifically by using high-leverage and evidence-based practices, we’re not just teaching content or new instructional methods, but we’re showing students that we see them, value them, and believe in their potential.

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How does this information relate to my experience in school, for my career?

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How does this information relate to my experience in school, for my career?

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The article on HLPs, specially designed instruction, explicit instruction, and intensive intervention, along with this week’s textbook readings, really resonated with me. It brought back memories of my own experience in elementary school, where I received speech support as a native speaker. Looking back, I now realize my teachers used many of these same evidence-based strategies, like explicit instruction, to support my learning needs. This connection reinforces the kind of educator I want to be—one who intentionally plans inclusive, research-based instruction to meet the diverse needs of all students, helping them succeed regardless of the challenges they face.

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What can I do to be more inclusive and culturally responsive in my career/practices?

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What can I do to be more inclusive and culturally responsive in my career/practices?

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Thinking about my own experiences and what I’ve learned from the article, I know that being an inclusive and culturally responsive teacher means planning intentionally and using proven strategies like explicit instruction and high-leverage practices (Riccomini, 2017). I want to create a classroom where every student feels supported and seen, no matter their background or learning needs. That means including diverse voices in my lessons, honoring students' cultures and languages, and making sure all students have access to what they need to succeed. Reflecting on my own journey helps me stay grounded in empathy, and I’m committed to building a space where every student feels like they belong and always staying open to learning from my students.

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How does your article connect to our textbook?

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How does your article connect to our textbook?

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My chosen article closely connects with the themes and teachings from our textbook in a variety of ways. Both emphasize the importance of using evidence-based strategies like explicit instruction and high-leverage practices to support students with disabilities in inclusive settings. What stood out to me is how both sources also stress the ethical responsibility educators have to ensure dignity, progress, and meaningful access for every student. This strengthens my own commitment to creating a classroom that is not only effective but also respectful and responsive to each student’s unique needs. Attached is also a YouTube video that helped me understand better these teachings.

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Exploring the High Leverage Practices in Special Education

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1. Riccomini, P. J., Morano, S., & Hughes, C. A. (2017). Big ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive intervention. Teaching Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/0040059917724412

2. Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2024). Exceptional lives: Practice, progress, & dignity in today’s schools (10th ed.). Upper Saddle River, NJ: Pearson. [Chapters 6, 7, 8.]

3. What is a Speech and Language Disorder, Website: Understood https://www.understood.org/en/topics/language-disorder

4. McLeskey, J., Barringer, M.-D., Billingsly, B., Brownell, M., Jackson, D.,

Kennedy, M., . . . Ziegler, D. (2017).

High-leverage practices in special

education. Arlington, VA: Council

for Exceptional Children & CEEDAR

Center.