High-Leverage Practice 19 (HLP 19) emphasizes the strategic use of assistive and instructional technologies to enhance student outcomes, especially for those with disabilities. In today’s educational landscape, where technology is deeply embedded in teaching and learning, the challenge lies not in the availability of these tools but in their effective application to meet individualized learning needs. HLP 19 advocates for a thoughtful, evidence-based approach to integrating technology into the classroom, ensuring that it genuinely benefits all students, particularly those with disabilities.
The Importance of
Thoughtful Integration
While technology is ubiquitous in modern classrooms, its effectiveness in supporting students with disabilities hinges on careful selection and purposeful implementation. Educators must resist the temptation to pick technology "off the rack" and expect immediate improvements in student outcomes. Instead, the focus should be on identifying tools that align with the specific needs and goals outlined in a student's Individualized Education Program (IEP). This deliberate approach ensures that the chosen technologies are not only available but also effectively support the student’s access to the general education curriculum and participation in extracurricular activities.
Claire Kijewski, BS, RBT
Key Aspects of Implementing HLP 19
1. Assessment and Selection of Appropriate Technologies: The process begins with a thorough assessment of the student’s needs, followed by the careful selection of assistive and instructional technologies that can effectively meet those needs. Each IEP includes a designated section to address the student’s requirements related to assistive technology, such as communication devices, mobility aids, or tools for writing, reading, or taking notes. Teams should thoughtfully consider how these technologies can help students achieve both long- and short-term educational goals, ensuring that the chosen tools are tailored to individual learning objectives.
2. Explicit Instruction and Student Training: Simply providing access to technology is not enough; students must be explicitly taught how to use these tools effectively (as highlighted in HLP 16). This instruction should be integrated into their daily learning experiences, allowing them to become proficient in using the technology to enhance their academic performance. Educators should also provide ongoing support and opportunities for practice, helping students build confidence and independence in using these tools.
3. Feedback and Continuous Monitoring: Regular feedback on how students are using technology is crucial for ensuring its effectiveness (aligned with HLP 8/22). Teachers should monitor the student’s progress, adjusting the use of technology as needed to better support their learning. This feedback loop helps identify areas where additional support or alternative strategies may be required, ensuring that the technology continues to meet the evolving needs of the student.
4. Collaboration and Professional Development: School leaders play a vital role in embedding HLP 19 into professional development initiatives, teacher observations, and feedback efforts. By providing ongoing training and support, educators can stay up-to-date with the latest advancements in assistive and instructional technologies and learn best practices for their integration into the classroom. Collaboration among educators, specialists, and families is also essential to ensure that the technology is being used effectively and that any challenges are addressed promptly.
Claire Kijewski, BS, RBT
Impact on Student Outcomes
When implemented thoughtfully, assistive and instructional technologies can have a profound impact on student outcomes. For students with disabilities, these tools can open up new avenues for learning, communication, and participation, helping them overcome barriers that might otherwise limit their academic and social development. Effective use of technology not only supports students in achieving their IEP goals but also empowers them to become more independent learners.
For instance, a student who struggles with writing due to a physical disability might use speech-to-text software to complete assignments, enabling them to keep pace with their peers. Similarly, a student with communication challenges might use an AAC device to participate more fully in class discussions, building their confidence and social skills. These tools, when integrated into a supportive learning environment, can significantly enhance both academic performance and overall student well-being.
Claire Kijewski, BS, RBT
Enhancing Teacher Preparation and Professional Development
To fully realize the benefits of HLP 19, it is essential that teachers receive proper training in the use of assistive and instructional technologies. This training should be a key component of teacher preparation programs and ongoing professional development. Educators need to be equipped with the knowledge and skills to select, implement, and evaluate the effectiveness of these technologies in their classrooms.
Professional development opportunities should also focus on helping teachers stay up-to-date with the latest technological advancements and best practices for integrating technology into instruction. By continuously enhancing their skills in this area, teachers can ensure that they are providing their students with the most effective and innovative tools available.
Conclusion
High-Leverage Practice 19 is a cornerstone of effective teaching in the modern classroom, particularly for supporting students with disabilities. By thoughtfully selecting, implementing, and monitoring the use of assistive and instructional technologies, educators can create more inclusive and effective learning environments. This practice not only enhances academic outcomes but also contributes to the empowerment and independence of all students, ensuring they have the tools and support they need to succeed. As technology continues to evolve, the principles of HLP 19 will remain essential for fostering a more equitable and inclusive educational system.
written by
Claire Kijewski
Claire Kijewski is a behavior technician specializing in low-incidence student populations, autism spectrum disorders, targeted communication skills, structured social interactions, and collaborative teaming. She has worked closely with a variety of multidisciplinary teams in clinic settings where she established rapport with her clients and their families. Outside of her professional work, she enjoys reading, journaling, and watching her favorite comfort tv shows, and golfing in the summer. Claire is a Registered Behavior Technician with her Bachelors in Applied Behavior Analysis minoring in Human Psychology + Development and Early Childhood Youth + Family Studies, and is currently pursuing her Masters in Applied Behavior Analysis.
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