A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

Abstract

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

Culturally responsive and high‐leverage practices: Facilitating effective instruction for English learners with learning disabilities

“…They further outlined the importance of providing students with opportunities to investigate real‐world problems and providing instruction that is student centered and bound by personal experiences that build on students' background knowledge, cultural values, and communication preferences. Identification of these evidence‐based practices confirms the relationship between CRP and HLP (Hunter et al, 2021; Klingner et al, 2014; Linan‐Thompson et al, 2018; Nelson et al, 2021; Orosco & Abdulrahim, 2017; Orosco & O'Connor, 2014). Finally, Aceves and Orosco posited that culturally responsive classrooms create assessments that “consider the students' linguistic and cultural identities” (p. 18).…”

“…The integration of culturally responsive instruction is particularly important for ELs with LD as they may experience learning challenges in a new language and in adapting to mainstream culture at school. Orosco and O'Connor found that students benefit when teachers include explicit instruction, use targeted questioning, provide support in reading instruction, and incorporate opportunities for collaborative learning, which align with HLP in special education (Nelson et al, 2021).…”

“…Nelson et al (2021) is a systematic review of meta‐analysis in special education. By reviewing the meta‐analyses in the field, Nelson and his colleagues provide an investigation of the effectiveness of the HLPs for students with disabilities.…”

“…Similarly, Orosco and O'Connor (2014) found that explicit instruction that incorporates students' cultural and linguistic backgrounds increases motivation in reading and L1 and L2 language acquisition for ELs with LD. Culturally responsive explicit instruction increases opportunities for success because it incorporates modeling, active engagement, opportunities for flexible grouping, and language development steeped in high‐leverage practices (Dray & Wisneski, 2011; Hunter et al, 2021; Nelson et al, 2021; Orosco & Abdulrahim, 2017; Orosco & O'Connor, 2014).…”

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

“…Similarly, McLeskey et al (2017) identified 22 HLPs in special education that “occur with high frequency, can be mastered by novice teachers, preserves the integrity and complexity of teaching, and is based on research” (G. Nelson et al, 2021, p. 1).…”