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a proactive instructional plan that changes to better accommodate a certain student. The teacher may adjust the content, process, or product to meet the needs of the student.

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planned, evidence-based actions aimed at helping students who are struggling to make progress with the standard curriculum.

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-dyslexia (reading)

-dyscalculia (math)

-dysgraphia (writing)

-traumatic brain injuries

-emotional disturbance

-intellectual disability

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-dyslexia (reading)

-dyscalculia (math)

-dysgraphia (writing)

-dyspraxis (fine motor)

-intellectual disability

-language processing disorder

-visual perceptual deficit

-hearing impairment

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-read aloud stories online or dvd

-one-on-one math instruction

-small group instruction with different sensory materials

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At a glance

Early intervention helps young kids work toward meeting developmental milestones.

Infants and toddlers may qualify for help if they have developmental delays or specific health conditions.

To find out if kids are eligible, they have to be evaluated.

Early intervention refers to services and supports that can help young children with developmental delays. It's like special education but it's for eligible infants and toddlers who are behind at reaching developmental milestones.

Through early intervention, kids from birth to age 3 can get services at homeor in the community. Different types of specialistswork with kids and their families depending on which skills are delayed. Early intervention focuses on skills in these areas:

Physical skills (reaching, crawling, walking, drawing, building)

Cognitive skills (thinking, learning, solving problems)

Communication skills (talking, listening, understanding others)

Self-help or adaptive skills (eating, dressing)

Social or emotional skills (playing, interacting with others)

Although all states offer early intervention, not all states do it the same way. A health care provider or a childcare provider might refer kids for an early intervention evaluation. Some states allow families to make their own referrals if they're concerned.

If kids are found eligible, a team from the state's early intervention program works with the family to develop an Individualized Family Service Plan (IFSP). This plan defines goals and the types of services to help children and their families.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

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Early intervention is services and supports to help young children with developmental delays. Learn who qualifies for early intervention, types of services, and more.

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PBIS and Systematic Phonics Instruction

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-dyslexia (reading)

-dyscalculia (math)

-dysgraphia (writing)

-dyspraxis (fine motor)

-intellectual disability

-language processing disorder

-visual perceptual deficit

-hearing impairment

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-Provide audio books

-use of assistive technology

-allowing different method of production

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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-less homework

-easier assignments

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-extended time on test

-preferred seating

-large print material

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a change in the way information is presented, how a student responds, or the environment in which learning takes place—without altering the learning expectations or academic standards.

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-dyslexia (reading)

-dyscalculia (math)

-dysgraphia (writing)

-dyspraxis (fine motor)

-intellectual disability

-language processing disorder

-visual perceptual deficit

-hearing impairment

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What are accommodations? Learn what accommodations are, how they can help children in school, and how to get accommodations for your child.

# data[].attributes.body
-dyslexia (reading)

-dyscalculia (math)

-dysgraphia (writing)

-dyspraxis (fine motor)

-intellectual disability

-language processing disorder

-visual perceptual deficit

-hearing impairment

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a change in what a student is being taught. Different than the other students.

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By Andrew M.I. Lee, JD

At a glance

An academic modification is a change to what a student is taught or expected to do in school.

An example of a modification is less homework or easier assignments.

Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

School can be a challenge for kids with IEPs and 504 plans. And when they struggle, one possible response is to give them less schoolwork or simpler assignments. This is called an academic modification. A modification is a change to what a student is taught or expected to do in school.

While modifications can make school easier for kids, they can have serious drawbacks. Watch an expert explain more about modifications.

All public schools have academic standards for what kids are expected to learn in each grade. These apply to reading, math, and other subjects. For instance, third graders are usually expected to learn multiplication.

Modifications change these expectations. They're typically used when a child has trouble keeping up in school.

Take a third grader with math challenges who hasn't mastered addition. A school may offer a modification that keeps the child working on addition, while the rest of the class moves on to multiplication. Or the child could have fewer test questions or less homework. (See other examples of modifications.)

Modifications are controversial. It's true that they can make school less of a struggle for students, including kids who learn and think differently. But the result may be that kids learn less than their peers. They may fall behind on important skills. Over time, this can put them at a big disadvantage.

Dive deeper

Deciding whether to use a modification

Alternatives to modifications

Tell us what interests you

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

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-modifying material

-specialized teaching instruction

-assistive technology

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instruction that is tailored to meet the unique needs of a student with a disability, as identified in their Individualized Education Program (IEP).

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Adapting Content

When a student with an IEP is struggling with the content of the general education curriculum, the specialist looks for ways to adapt it. Would an alternate text be more effective? Would changing the order of the content work better? Are there sections of the content that could be eliminated so that more time is available to focus on key concepts? Does the student need lower level standards with commensurate content in order to be successful? These are the types of questions that special educators ask themselves, all while keeping in mind the unique needs of each child on their caseload. In some cases, students may need expanded core curriculum to address compensatory skills such as using braille, mobility training, learning sign language or self-advocacy. Adding these content pieces would be considered SDI.

For busy educators, it can be tempting to adapt by simply lowering the content level. However, as we'll see in the section on the three purposes of SDI, this should not be the "go-to" approach. Years of low expectations have resulted in terrible outcomes for students with disabilities. Most students with disabilities will not need adapted content in order to be successful. Instead, they need changes to how they are being taught, rather than what they are being taught. The curriculum and methodology needs to be designed and adapted to meet their individual needs while maintaining enough rigor that gaps can be closed. Additionally, let's not forget that the word "adapt" might even mean that a student needs enriched content to avoid boredom related behaviors. Be very wary of the tendency to lower expectations.

Adapting Methodology

Adapting methodology is the most common form of specially designed instruction. By examining a student's history and evaluation results, we can see that the general education methods are not working well enough for the child. This is not an indication of poor teaching! General education practices work for approximately 85% of the student body. But for some students, their disability necessitates a different instructional method. This might include intensive phonemic awareness instruction, multi-sensory methods for comprehending new vocabulary, alternate math strategies or guided study skills.

The word "special" in SDI is a strong clue word. Special educators are able and obligated to bring a different perspective to designing and implementing instruction. With their pre-service training and in-service opportunities, job embedded experiences and different mindsets, they can create adapted methods. I find it helpful to ask myself each day "What am I doing today that is special?" I encourage administrators to ask their special educators, whether in pull-out or inclusive settings, "What are you doing today that is special?" These questions will help to refocus special education teachers on their most important job responsibility.

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Adapting Delivery

The law does not give us any detail about the meaning of "adapt delivery," but it is clear that it should be different than the typical activity of a general education classroom. For example, an intensive use of small group instruction - more than typical - is likely to be adapted delivery. So, too, would be an intentional decrease in pacing. Computer-based learning programs may constitute adapted delivery, but only if they are different than what students without IEPs are using. Many experts consider co-teaching to be 'adapted delivery' and therefore qualify as SDI. However, this is only true if the co-teaching meets the standards set in the law. This includes addressing the unique needs of the child with a disability in order to provide access to the general education curriculum so that they may meet the standards that apply to all children. In other words, the co-teaching must be effective at these elements, rather than an ineffective use of a special educator who happens to be in a general education classroom.

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VIDEO CONTENT

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Included in the federal definition of special education (34 CFR 300.39(b)(3)), specially designed instruction (SDI) is described as: ​ "adapting, as appropriate to the needs of an eligible child...