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.

特殊教育教师必须具备改善残疾学生学习成果所需的知识和技能。尽管联邦立法和该领域努力为残疾学生识别和传播循证实践，但不确定是否所有特殊教育教师都基于现有的最佳研究提供指导。为了更好地准备特殊教育教师，McLeskey 等人。提出了 22 种高杠杆做法 (HLP)。我们对荟萃分析进行了系统评价，以对报告 HLP 对残疾或有残疾风险的学生的有效性的实验证据进行初步调查。结果表明，来自与强化教学、明确教学和社交技能相关的荟萃分析的证据量最大，很少有关于协作和评估的荟萃分析报告。结果突出了根据残疾类别的不成比例的证据。讨论了对未来研究、实践和教师教育的影响。