High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with learning and other disabilities. Although high-leverage practices are appropriate for many content areas, this article illustrates their use when teaching number sense instruction. Number sense involves fluidity with (a) estimating and naming quantities, (b) evaluating accuracy of answers, (c) calculating mentally, and (d) drawing or representing problems. Development of number sense predicts later math achievement for students with and at risk for learning disabilities, making it an essential skill for teachers to address. Peppering common number sense activities with high-leverage practices enhances their impact for students with learning disabilities.

高杠杆做法是《残障人士教育法》所要求的专门设计指导的重要组成部分。高杠杆率的实践（例如明确的指导以及对教学和辅助技术的使用）具有研究证据，证明了它们在教有学习能力和其他障碍的学生时是有效的。尽管高杠杆实践适用于许多内容领域，但本文将说明它们在教授数字感官教学时的用法。数感涉及（a）估计和命名数量，（b）评估答案的准确性，（c）进行心理计算以及（d）绘制或表示问题的流动性。数字感的发展可以预测有学习障碍并有学习障碍风险的学生的数学成绩，因此，这是教师必须解决的一项基本技能。运用高杠杆做法增加常识性活动，可以增强其对学习障碍学生的影响。