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Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

  • James McLeskey (a1), Bonnie Billingsley (a2) and Deborah Ziegler (a3)

Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.

Corresponding author
Correspondence: James McLeskey, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, 1423D Norman Hall, PO Box 117050, Gainesville, FL, 32611, USA. Email:
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*This manuscript was accepted under the Editorship of Umesh Sharma.

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Australasian Journal of Special and Inclusive Education
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  • EISSN: 2515-074X
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