ABSTRACT

For decades, the field of education has consistently identified instructional practices that are predictive of successful academic, social, and behavioral outcomes for students. However, many of those practices are not implemented at appropriate rates in classrooms. Currently, many students with disabilities (SWD) receive much of their primary instruction in the general education classroom. Considering the increasing placements of SWD in inclusive settings, it is imperative that educators continue to use science to guide the selection and implementation of effective instructional practices for SWD across various settings. This chapter explores the science of effective instruction; critical pedagogical practices for use with SWD; barriers to implementing effective instruction in inclusive settings; and implications for the field, including educator preparation programs.