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**Evidence-based Practices** are all about those **cool teaching tricks, super moves, and strategies** that research and real-life testing have shown to really amp up how well students do.

Evidence-Based Practices in Special Education have been shown to improve academic, social, and behavioral outcomes for students with disabilities and are based on scientific evidence. In particular, teachers have a critical role in implementing these practices within an inclusive environment. Understanding the responsibilities of a teacher in an inclusion classroom is crucial.

EBPs may include a variety of instructional strategies, such as explicit instruction, error correction, and scaffolding, as well as interventions for specific disabilities or difficulties, such as sensory integration therapy for students with autism or self-regulation strategiesfor students with attention deficit hyperactivity disorder (ADHD). It's important to remember that the Least Restrictive Environment (LRE) plays a significant role in this process, and understanding how LRE benefits a child with special needs is key.

EBPs are essential in special education because they ensure that students with disabilities receive the most effective and suitable interventions and support. Educators can assist students with disabilities in making progress and reaching their full potential by employing practices demonstrated to be effective by research.

Determining Evidence-Based Practices in Special Education

The determination of evidence-based practices (EBPs) in special education involves several steps:

1. The first step in determining an EBP is identifying the specific problem or need the practice intends to address. It can be facilitated by resources like the What Works Clearinghouse from the U.S. Department of Education.

2. Conduct a literature review: A literature review involves reviewing research studies and other information sources to determine what is known about the problem or need and the interventions tested to address it.

3. Once potential interventions have been identified through the literature review, the next step is evaluating the evidence for their efficacy. It may involve reviewing research studies, assessing the quality of the research, and determining the findings' applicability to the specific problem or need the school must address. PubMed is often a trusted resource for such research.

4. Select the EBP: The next step is to select the EBP that is most likely effective in addressing the problem or needs based on the evaluation of the evidence. It may involve considering factors such as the strength of the evidence supporting the practice, its compatibility with the student's needs and goals, and its resources and support.

5. Implement the EBP: Following the selection of an EBP, the next step is to implement it. It may include training educators and other staff on implementing the practice, providing the necessary resources and support, and monitoring progress to ensure that the procedure is implemented effectively and produces the desired results.

6. Evaluate the efficacy of the EBP: It is essential to evaluate the effectiveness of the EBP to determine if it is producing the desired results and to make any necessary adjustments. It may involve collecting data on student progress and using it to determine the practice's continued use.

Why Use Evidence-Based Practice in Special Education?

Evidence-based practices (EBPs) are essential in special education for several reasons:

EBPs are based on scientific evidence: EBPs are based on research and evaluation, which means they have been shown to improve outcomes for students with disabilities. It is significant because it ensures that students receive interventions and support that have proven effective instead of relying on methods that no evidence may support.

EBPs are individualized: EBPs are typically designed to be flexible and adaptable, allowing them to be adapted to each student's unique needs and objectives. It can be especially crucial in special education, where students may have a variety of disabilities and needs.

By utilizing EBPs, educators can assist students with disabilities in making progress and reaching their full potential. EBPs effectively improve academic, social, and behavioral outcomes for students with disabilities, which can lead to long-term improvements.

EBPs can save time and money: By utilizing EBPs, educators can save time and money that the school would otherwise spend on non-evidence-based interventions. It enables educators to concentrate their efforts on practices that are likely to be effective instead of experimenting with various approaches that no evidence supports.

Using evidence-based practices (EBPs) in special education is significant because it helps ensure that students with disabilities receive the most effective and appropriate interventions and support. All these can improve their outcomes and enable them to reach their full potential.

What Are Some Examples of Evidence-Based Practices in Education?

The following are examples of evidence-based practices (EBPs) in education:

1. Explicit instruction systematically involves breaking down skills into smaller steps, modeling, and providing repeated practice and feedback. It has been demonstrated to enhance academic skills and outcomes for students with disabilities.

2. Scaffolding is a teaching strategy that involves providing students with support and guidance as they acquire new skills and progressively reducing that support as they become more independent. Reading, writing, and problem-solving are some contexts where a teacher can use scaffolding.

3. Response to intervention (RTI) is a multi-tiered approach to assisting academically or behaviorally struggling students. It entails progressively providing more intensive support based on the student's needs to help them progress and succeed.

4. Self-regulation strategies involve teaching students how to manage their behavior, emotions, and attention, thereby enhancing their classroom performance. Setting goals, monitoring progress, and using relaxation techniques such as deep breathing or counting to calm down are all possible strategies.

5. Students with disabilities are taught specific social interaction skills, such as initiating conversations, taking turns, and following rules, as part of social skills training. It has been demonstrated that social skills training improves the social skills and outcomes of students with disabilities.

6. Peer-mediated instruction is a teaching strategy in which students with disabilities receive support and instruction from their peers. It can be effective in helping students with disabilities improve their academic and social skills.

These are just a few examples of EBPs that people may use in education. It is important to note that the specific EBPs used will depend on the needs and objectives of individual students and the context of their usage.

Evidence-based Special Education Curriculum

Many evidence-based special education curricula designed to meet the needs of students with disabilities are available. The following are examples of these curriculums:

The TEACCH program (Treatment and Education of Autistic and Related Communication-Disabled Children) is designed for students with autism spectrum disorders. It employs structured teaching methods to facilitate effective learning and communication.

The Lindamood-Bell Learning Processes program is designed for students with learning disabilities. It employs various techniques, including visual and auditory processing, to help students improve their reading, spelling, and comprehension abilities.

Pivotal Response Treatment (PRT): This program is designed for students with autism spectrum disorders and employs natural teaching methods to assist students in learning new skills and behaviors.

The Reading Recovery Program: This program is designed for students who struggle with reading and uses various techniques, including one-on-one tutoring, to improve students' reading abilities.

It is important to note that no single curriculum is appropriate for every student with a disability. When selecting a curriculum, it is essential to consider the needs and abilities of the individual student carefully. In addition, it is crucial to assess the curriculum's efficacy and make necessary adjustments regularly.

The TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) program is a comprehensive, empirically supported educational approach for people with autism spectrum disorders (ASD). Dr. Eric Schopler and colleagues at the University of North Carolina at Chapel Hill created the program in the 1960s; it has since been implemented in schools and other settings worldwide.

The TEACCH program is predicated on the notion that individuals with ASD have unique strengths and challenges that must be considered when planning their education. It emphasizes using structured teaching techniques, including visual supports, to assist individuals with ASD in practical learning, communicating, and assisting with evidence-based practices in special education.

Individualized education programs (IEPs), social skills training, and occupational therapy are a few interventions included in the TEACCH program. In addition, it emphasizes the significance of collaboration between educators, families, and other professionals in supporting the unique needs of students with ASD.

The overall objective of the TEACCH program is to assist individuals with ASD in reaching their full potential and achieving daily independence.

The Lindamood-Bell Learning Processes program is an evidence-based educational intervention for students with dyslexia and other reading and language-based learning difficulties. The program was created in the 1970s by Nanci Bell and Pat Lindamood on the premise that people with learning disabilities frequently struggle to process language-based information.

TheLindamood-Bell program employs various techniques to improve students' reading, spelling, and comprehension skills, including visual and auditory processing exercises. The program emphasizes explicit, systematic instruction and structured, incremental steps to help students master new skills.

The Lindamood-Bell program is typically delivered through one-on-one tutoring sessions but can also be administered in small groups. The program is designed to be adaptable and can be modified to meet the specific needs of each student. People frequently use it with other educational interventions; a teacher, school psychologist, or another educator may recommend it.

Pivotal Response Treatment (PRT) is a naturalistic, evidence-based intervention for people with autism spectrum disorders (ASD). Drs. Robert Koegel and Lynn Kern Koegel of the University of California, Santa Barbara, developed it in the 1970s.

PRT is founded on the premise that certain behaviors, referred to as "pivotal" behaviors, are crucial to developing other skills in individuals with ASD. Motivation, self-management, and communication skills are essential behaviors. PRT focuses on targeting and reinforcing these behaviors to assist individuals with ASD in learning new skills and enhancing their overall functioning.

PRT is delivered using naturalistic teaching methods, integrating it into the individual's everyday activities and environments. It enables the individual to acquire new skills more functionally and naturally. Trained therapists or educators typically administer PRT in various environments, including homes, schools, and other community settings.

PRT has improved social skills, communication, and overall functioning in those with ASD. It is considered a versatile and individualized intervention that the school can modify to meet the needs of each individual.

The Reading Recovery Program is an intervention based on empirical evidence for struggling readers. It is for first-grade students who have trouble learning to read and write and are at risk of falling behind their peers. Dr. Marie Clay created the program in the 1970s, and it is used in schools worldwide.

The Reading Recovery program is founded on the notion that early intervention is essential for assisting students who are falling behind their peers in reading to catch up. It enhances students' reading skills through various techniques, including one-on-one tutoring and small-group instruction. The program emphasizes explicit, systematic instruction and structured, incremental steps to help students master new skills and assist with determining evidence-based practices in special education.

Reading Recovery is typically administered by trained teachers with specialized program training. Typically, it is presented for 30 to 60 minutes per day, five days per week, for 12 to 20 weeks. The program is designed to be adaptable and can be modified to meet the specific needs of each student. People can use it with other educational interventions. A teacher, school psychologist, or another educator may recommend it.

About Us:

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Best Practices in Special Ed: Evidence-Based Strategies

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Discover effective, evidence-based practices enhancing learning outcomes in special education settings.

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Tailored Student Instruction

Differentiation does not require a learning or other disability, it is a proactive response to a students readiness, motivation, or learning style to keep them on standard, in the classroom with their peers, and assist their understanding.

Educators can tailor instruction by adapting content, supported peer group instruction, adding scaffolding to support the product.

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Any student can benefit from a differentiation learning environment and lesson plan. Students with learning disabilities, other disabilities, ESL students, gifted students, and classrooms with diverse learning backgrounds or varying skill levels work well when teachers use differentiation.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Scaffolding Instruction

Supporting students by breaking down problems, asking guided questions, using visual aids, and other assistive strategies to help students gain the knowledge and experience to work independently.

UDL (Universal Design for Learning)

Planning instruction with multiple models of explanation, representation, engagement, discussion, and modeling.

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Tiered Math Rotations

Using the same standard, but some tasks are more scaffolded to meet diverse learning needs of the students in the classroom.

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Options for Assessments

Giving students the choice of how they want to demonstrate their knowledge. Allowing them to choose between a poster project, written essay, multiple choice assignment, or digital project given them the opportunity to use their knowledge and their preferred learning style.

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Flexible Small Groups

Using flexible groupings for your small group rotations so students who need more support on a topic get more scaffolded instruction when they need it.

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Interventions are instructional or behavioral planned strategies and/or supports to proactively assist and respond to a student who is struggling in a specific area so they can gain the resources and knowledge to make the same progress as their peers.

Usually small group or one-on-one support or instruction.

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A planned changed to HOW a student learned the grade level standards or expectations. This can be offering tools and resources to assist the student understanding or accessing the information while learning or changes in how the student demonstrates their knowledge during assessments. Accommodations are tools to give students equitable opportunity as their peers and keep to the same curriculum.

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Similar to an accommodation, but adaptions refer to the changes in instruction or materials used to meet the students needs or abilities. Different from accommodations, adaptions are not necessarily changes to the curriculum or how a student learns.

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Modifications are changes to WHAT a student is expected to learn, demonstrate, or understand according to their set grade level learning standard. This means you are changing the curriculum and using a new set of goals for your student to meet based off their ability and needs.

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SDI is instruction that is specifically planned to meet the diverse needs of a student with a disability required by their IEP plan. This can be changes to lesson content, instruction, student activity, and progress.

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Students showing early signs of difficulty or challenges with behavior, academic, attention. Students are not required to have a specific learning or other disability.

Can be a part of the general education curriculum.

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Students with learning disabilities, other disabilities, 504 plans, IEP plans, or fall under IDEA categories benefit from having accommodations implemented into their lesson plans.

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Students with disabilities or students who need differentiated instruction. This can be through student IEP plans or teacher response to student's current ability

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Students with needs under IDEA, this could include learning, behavioral, and physical disabilities. Students with these significant needs require expectations to be personalized to work with their disability. The learning standards, expectations, and abilities are adjusted to meet the students diverse needs.

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Students identified under IDEA or with a set IEP or 504 plan. Student's who have a disability that effects their learning and understanding that general education requirements alone is not enough to give then an equitable opportunity.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Peer Assisted Learning

Students working together in pairs or small groups to practice, share ideas, and enhance their math and literacy skills.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Assistive Technology

Using tools like text-to-speech software, audiobooks, organizing software, and other technology to help students compensate for challenges and meet their grade level requirements.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Visual Supports

Use anchor charts, graphic organizers, real world examples, and other models to help develop deeper understanding of your lesson.

Chunking

Breaking down assignments into smaller more manageable tasks for the student to not get overwhelmed.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Alternate Standards

Setting standards for students who the set curriculum and expectations are modified and need personalized standards for their needs and ability.

Individualized Goals

Writing goals tailored to where to student is currently academically.

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and/or Evidence-Based Practices (EBPs)

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Progress Monitoring and Regular Reviews

Frequent assessment to track progress and find adjustments if needed.

Multi Sensory Instruction

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Small Reading Groups

Using small groups to break students down into groups to practice phonics, decoding, and get scaffolded support from teacher intervention.

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Student Check-In's

Schedule regular times to meet with student(s) with behavioral problems or self-regulation challenges to discusses their self-challenges, class expectations, setting goals, strategies for redirection, and rewards for successes.

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Math Intervention Groups

Using fluency games, manipulates, and explicit instruction to assist student(s) who is behind.

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Extended Time on Assessments

Giving students the accommodation of extended time on assessments allows them to demonstrate their knowledge without the anxiety or stress regular assessments may cause.

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AUDIO BOOKS / AUDIO VERSIONS / TEXT TO SPEACH TECHNOLOGY

Students with reading comprehension difficulties, non-English speaking students, vision impaired students, and many more students can benefit from teachers providing audio versions of texts and written assignments.

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Scheduled Breaks

Having planned times where your student can take a break they have the opportunity to rest, release disruptive energy, and regain motivation and focus.

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Shortened Assignments

Considering shorting assignments, like only doing the odd problems on a math worksheet. This can assist students by preventing burn-out and overloading the student with new information. This allows them to still practice the same expectations, but at a level they are capable of meeting.

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Large Texts

Using assignments with large texts or visual aids can help a student focus on using their knowledge instead of decoding the problem.

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Preferred Seating

Changing students seating arrangements to reduce distract and help with their focus and motivation.

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Reducing Problem Difficulty

Modifying assignments to have fewer items, less writing assessments, and flexibility when grading.

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Simplifying Readings and Texts

Adding visuals aids, large texts, simplified texts, shortened texts, and verbal instruction.

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Flexible Grading Criteria

Allow for alternative mastery of fewer skills.

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Reading Program

Reading intervention by a special education educator to address multi sensory instructional needs.

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Small Group Push Out with Special Education

Having a routine where students work with a special education educator and work on key concepts in a scaffold and low stakes environment.

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Regular Assessments

Using routine formative tests to collect data and track progress, and find adjustments if needed for the student.

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There are five areas of development that are looked at during a multidisciplinary evaluation. These are communication, cognitive, physical, social-emotional, and adaptive development. Below are the NYS Early Intervention Program's descriptions of each:

Communication Development

Communication development involves the overall developmental progress in young children in acquiring the ability to comprehend and produce messages that allow them to understand and interact with the social world. Communication development typically progresses from the development of gestural and social pre-linguistic communication to the onset of first words and production and use of language. Children who experience delays in the acquisition of speech and language skills usually follow a typical pattern of development but at a slower rate than children who are not delayed. Marked regression or loss of language can be a sign of a serious underlying medical or neurological problem and may indicate the need for a comprehensive medical, psychological, and audiologic evaluation.

Communication disorders are impairments in the ability to receive, send, process, and comprehend concepts or verbal, non-verbal, and graphic messages. A disorder may be evident in the processes of hearing, language, and/or speech. Individuals may demonstrate one or any combination of these three aspects of communication disorders. Communication disorders in children may be the primary disability or may be secondary to other disabilities. ⁶³

Physical Development

Physical development, including hearing and vision, refers to physical changes in childhood, including alterations in body structures and functions. Aspects of physical development include gross and fine motor skills, the degree or quality of the child's motor and sensory development, health status, and physical skills or limitations. In addition, physical development interacts with psychological, behavioral, and social aspects of the developing child. Physical development is typically measured through the use of growth charts and physical indicators (such as height for weight and head circumference); assessment of sensory functioning, including hearing and vision; and, assessment of motor development.

Motor development, as with other areas of development, occurs in an orderly, predictable sequence of events for most children, although the rate and age of motor skill attainment varies from child to child. The process of motor development depends on the maturation of the central nervous system and muscular system. As these systems develop, a child's ability to move progresses. Motor milestones are defined as the major developmental tasks of a period that depend on movement by the muscles. Gross motor development involves skills that require coordination of the large muscle groups (e.g., sitting, walking, rolling, standing, etc.). Fine motor development is concerned with the coordination of smaller muscles of the body, including the hands and face. Fine motor skills use the small muscles of both the hands and the eyes for performance.

Developmental motor disorders are manifested by mild to severe abnormalities of muscle tone, movement, and motor skill acquisition. These include global developmental delays, hypotonia, hypertonia, and mild neuromotor dysfunction. Delays in motor development and clinical indicators of motor disorders or a diagnosis of motor disorders may be associated with delays or impairments in cognitive development.

Cognitive Development

Cognitive development refers to the changes over time in children's thinking, reasoning, use of language, problem solving, and learning, and children's approaches to interaction with their physical and social environments. Components of cognition include intelligence; arousal, orientation, attention, and executive function; memory (short and long term); information processing functions (such as pattern recognition, facial-emotional content, imitation, cause-and-effect associations, processing multiple sources of information simultaneously); representational thought; and reasoning and concept formation (problem solving, language, perspective-taking, social context and rules).

For children age birth through two, cognitive development involves learning to coordinate sensory input with emerging motor skills, development of object permanence, differentiation of self from others, and emergence of representational thought and symbolic play. Cognitive development is often assessed using standardized tests to derive a developmental quotient, mental index, or intelligence quotient. For children under age three, cognitive development is measured using a developmental or mental index. Children who score significantly below average using a standardized test would be considered to have substantial limitations in cognitive functioning.

Cognitive impairments in very young infants and toddlers are generally associated with a diagnosed physical or mental condition with a high probability of resulting in developmental delay (e.g., central nervous system abnormalities, syndromes or conditions, etc.) and include deficits in one or more components of cognition.

Social-Emotional Development

Social-emotional development involves progressive change in the way that children relate to their social world and their ability to differentiate and express emotions and perceive emotional states of other individuals. Social development refers to relating to others; the degree and quality of the child's relationships with parents and caregivers; feelings about self; and, social adjustment to a variety of interactions over time. Emotions reflect an individual's attempt or readiness to establish, maintain, or change the relation between him or herself and his or her environment (e.g., a child who overcomes an obstacle to a goal is likely to experience happiness); emotions become more differentiated as infants develop (e.g., crying behavior differs depending on whether the infant is hungry or angry); and, infants' strategies for regulating their emotions change over time (e.g., responses to distress develop from gaze aversion to self-soothing behaviors).

Children who are experiencing disorders or impairment in social-emotional development may exhibit patterns such as inability to form attachment relationships with caregivers, failure to develop joint-attention skills, perseverative behaviors, etc. Examples of disorders in this area of development may be found in Appendix B, which lists and describes psychiatric disorders that can affect young children. Diagnosed conditions such as those in Appendix B are characterized by qualitative and extreme problems and variations in child behavior and emotional development, in comparison with the "testing" or "trying" behaviors typical of most children in the two-to-three-year-old age group.

Adaptive Development

Adaptive development refers to the development of behaviors and self-help skills that assist children in coping with the natural and social demands of the environment, including sleeping, feeding, mobility, toileting, dressing, and higher-level social interactions. A child who is experiencing delays in adaptive development has difficulty in learning and acquiring these behaviors and skills. Delays in adaptive development may be associated with delays or impairments in other areas of development, including fine and gross motor skills, oral-motor functioning, cognitive development, communication development, and social-emotional development.

For more information please visit the NYS Department of Health's Bureau of Early Intervention's website

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Family Initiative Coordination Services Project is to facilitate, support, and develop parent involvement at all levels of the Early Intervention Program for childhood disabilities

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Student with Learning Disability Perspective 

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Student with Learning Disability Perspective 

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Step into the world of kids with ADHD, dyslexia, and dyscalculia. Gain new perspectives and access free tools to support them.

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Chapter 6

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A simple, intuitive reader app that makes learning more effective

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Accommodations and modifications are school supports that help kids learn. One changes how kids learn. The other changes what they learn.

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Accommodations for students with disabilities are very different from curriculum modifications. Accommodations change how content is accessed or tested. What your child is expected to learn does NOT change.
Modifications change the level of learning, or what your child is expected to master. Modifications are usually documented through IEP Goals.

MODIFICATION = What Resources: ACCOMMODATION = How
Center for Parent Information and Resources:

Accommodation Central - A search tool from Region 13 helps you find accommodations based on the student's academic or functional needs. There is also a Learning Library.

Center for Parent Information and Resources:
Region 10 Dyslexia Accommodations National Center on Accessible Educational Materials (AEM) National Center on Universal Design For Learning - CAST
Inclusion in Texas Network -
Accommodation Companion Guides
Accessibility Tools
UDL Implementation Guide

Texas Education Agency:

Texas Project FIRST Technology Resources

Understood.org Accommodations vs Modifications

In order to access accommodations in college/university - it is necessary for the student to register with the Office of Disability Services. It is best to visit with the Office of Disability Services a student makes a decision about a particular college/university. Each university has different requirements to receive accommodations and students will need to know what is required BEFORE they start classes.

College Board Accommodations & Ensuring Accommodations on SAT/ACT

Texas Success Initiative 2 (TSIA2) or Industry Based Certifications (IBC) accommodations allowable for students receiving Section 504 or Special education services.

Educational Testing Services - Test Takers with Disabilities (How to request, common accommodations, Request 4-6 weeks required BEFORE testing)

Understood.org Types of Accommodations in College

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Accommodations for students with disabilities are very different from curriculum modifications. Accommodations change how curriculum is accessed or tested. What your child is expected to learn does NOT change.

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Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs.

By: Jimenez, Bree A.;Barron, Tammy

https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=05fdb1bd-d56f-3670-81cb-ca8213f1e12f

Jimenez, B. A., & Barron, T. (2022). Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs. Inclusion, 10(3), 168–182. https://doi-org.lopes.idm.oclc.org/10.1352/2326-6988-10.3.168

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This video explains how high-leverage practice (HLP) 13, adaptations to curriculum tasks and materials for specific learning goals, can be leveraged to support students with disabilities by providing video exemplars from real classrooms.

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In a typical classroom, you'll find students who are reading above their grade level and others who are behind. You might find that some learn best by working with other kids, while others prefer working alone. And some students need special help along the way to fill in areas where they struggle.

The best teachers reach all their students by giving the whole class a great experience. But they change up the material a bit for each student. Everyone learns at their own pace.

Differentiated instruction is a teaching method for groups of students. Individualized instruction starts with the needs of the one student. Here's what you need to know about both approaches.

Differentiated instruction

Flexible groups are at the heart of differentiated instruction. The same students are not in the same group for every activity or assignment. Each student is moved around according to abilities. Teachers design their lessons around the needs of each group. For example, one group might write a paragraph after listening to a reading, while another group puts on a skit. A third group might create a poster or an art project to show what they've learned. Students may read books on topics that are closely matched to their reading levels.

Individualized instruction

Individualized instruction focuses on the needs of the individual student. Teaching is specific and targets one need at a time. This teaching method can be used on its own, or it can be part of differentiated teaching. Some students who receive individualized instruction need teachers to help them understand and learn. Other students using the same teaching method can skip topics they already know and go on to advanced information.

Special education is a great example of individualized instruction. Students who receive special education services have an Individualized Education Program (IEP). Through an IEP, the school can meet their individual needs and provide accommodations just for them.

Key takeaways

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Individualized vs. Differentiated Instruction | Teaching Techniques

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In a typical classroom, you'll find students who are reading above their grade level and others who are behind. You might find that some learn best by working with other kids, while others prefer working alone. And some students need special help along the way to fill in areas where they struggle.