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Individualized strategies that are created to target the development of specific skills.

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Changing how the student is learning the information but not changing the information itself.

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Altering the curriculum, assignment or expectations to support a student’s abilities.

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Altering the instructional material to be inclusive and equal for all the students in the classroom.

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Changing or altering the curriculum, adapting the environment and how the material is taught to support the students

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Changing ones teaching style to fit the needs of a student with disabilities, as well as adapting the curriculum to support the students IEP.

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Students that have a learning or behavioral disability specifically those who need more support on certain skills, like fine motor, gross motor,

This can include:

Intellectual Disabilities

Developmental Delays

Dyspraxia

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Positive reinforcement for those who are working on behavioral skills

Peer assignments and tasks rather than individual to build social skills

Using technology; educational games, videos, and platforms to complete assignments

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What Is Intervention in Education? Insights for K-12 Educators

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What Is Intervention in Education? Insights for K-12 Educators

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This article describes how intervention can play a vital role in supporting a student who may be struggling in class and how early intervention can save the student from struggling in the future. It gives examples of how intervention strategies and data have changed in schools post-pandemic.

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What is Intervention in Education? Insights for K-12 Educators

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Learn more about intervention strategies to help improve student outcomes in your school and district.

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This supports all students in the classroom, from students who may need extra support on a skill or subject to those who may excel at a skill/task.

Some disabilities this can support are:

Learning Disabilities; Autism, ADHD, Dyslexia

Physical Disabilities; Visual and hearing impairments, dyspraxia

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Students who may have difficulty with inputting and outputting information.

This can be students with:

Hearing Impairments

Visual Impairments

Dyslexia, Dyscalculia, Dysgraphia, Dysphasia, or Dyspraxia

Auditory Processing Disorder (APD)

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Those with diagnosed disabilities and those who may need extra support or altered curriculum.

These students can have

Physical disabilities

Sensory impairments

Learning disabilities

ADHD

Autsim

Illnesses

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Since modifications alter the information being learned the student needs an IEP or 504 plan before implementing them.

This can be students who are diagnosed with:

Autism

Visual or Hearing Impairments

Developmental Delays

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Students who have a current Individualized Education Program (IEP), this is designed to support students who are diagnosed with disabilities under the Individuals with Disabilities Education Act (IDEA).

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Putting students in groups based on skill; those who can work independently and ahead of the class vs those who may need more guidance.

Giving more options on how to complete an assignment based on interest and skills.

Changing the classroom environment; flexible seating, individual desks vs group tables.

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Written instructions

Extra time on assignments and quizzes

Verbal responses instead of written

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Decreasing group sizes; groups of 3 instead of 5

Adding more visual aspects to the lesson instead of word-heavy

Allowing the students to follow along with a paper or online copy of the lesson

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Fewer questions on tests and quizzes

Using a different grading scale than their peers

Shorter word count on essays

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Differentiated Instruction Defined and How to Implement It

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Differentiated Instruction Defined and How to Implement It

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This website covers how differentiated instructions are beneficial to students and gives experts feedback on the subject.

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For those students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), this article focuses on accommodations that can be made in a classroom to support the three different forms of ADHD.

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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5 Types of Instructional Adaptations for Your Inclusive Classroom

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5 Types of Instructional Adaptations for Your Inclusive Classroom

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This website goes over 5 strategies on how the classroom environment and expectations can be altered to better support its students, this includes both modifications and accommodations.

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action:

"An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively. It shows students that everyone is different, everyone has strengths, and everyone has needs, and that is okay. It shows students there are multiple ways to be successful, multiple ways to solve problems, and multiple ways to learn from mistakes."

Part of teaching and planning with a UDL lens is recognizing what each of your learners needs to be successful. That means adapting and customizing aspects of your activities and lessons-and offering multiple ways for students to learn and show what they know.

Today's post brings you five approaches for adapting instruction in your inclusive classroom, so students with and without disabilities can participate and learn academic content. Adapted from Rachel Janney & Martha Snell's practical guide to these strategies can be used in any combination to best meet the needs of your individual learners. Try these in your classroom, and let us know which adaptations have worked best for your students!

Alter the instructional arrangement

Groups of the same size don't always work for all students. Keep an eye on what types of arrangements different learners respond to best. Here are some options for adapting the arrangement of students during classtime:

Let your student work in a group of three when most of her classmates work in groups of four or five.

Have your student team up with a peer partner when most of his classmates are working individually.

Add variety to small-group work: when most classmates are working in student-directed small groups, have the student and a few selected classmates work in a small group that you sit with and help support.

Alter the physical or social environment

A student's surroundings can have a huge impact on how he or she learns. Be mindful of and responsive to students with sensory and attention issues, and make changes to the learning environment to meet their needs. Some examples:

Give your student the choice to sit at a table instead of a desk (or vice versa).

Get your student a larger (or smaller) desk, depending on her preference.

Let students with sound sensitivities work in a particular part of the classroom, such as a "quiet space" or study carrel.

Give easily distracted students the option of sitting at a desk closer to the board. You could even arrange for the student to complete certain tasks in another part of the school campus, such as the media center or outdoors.

Alter your methods and materials

Multiple means of engagement and representation are two pillars of the UDL framework. When you teach a new lesson, offer your learners many different ways to engage with and absorb the content. For example:

Incorporate more visuals to present content in different ways, such as maps, pictures, drawings, objects, or videos.

Use graphic organizers to arrange key points in a way students can easily grasp.

Provide additional models or demonstrations for students who need extra support during the lesson.

Select concrete materials instead of symbolic representations, or illustrate symbolic representations with concrete examples.

Make the most of whatever technology is available to you-enhance your lesson with whiteboards, streaming videos, or remote clickers.

Check for understanding more frequently, using methods that require active responses from your students. For example, try asking questions about the lesson material and have your class vote on the answers.

Provide students with differentiated reading material based on their reading level and/or interests.

Make content easier to learn by giving your student enhanced texts in which key parts are highlighted, pictures or symbols are added, and/or text is enlarged.

Alter the process or task

For some learners, you may want to modify or reduce the requirements of assignments. And be sure to give all your learners multiple means of action and expression (the third pillar of the UDL framework). Let them show what they know in a variety of innovative ways, depending on how they best express themselves. Some examples:

Have your student follow written, pictorial, or audio-recorded task steps instead of giving them oral instructions.

Modify essay assignments-instead of writing an essay, your student could demonstrate understanding of the content by completing a chart, developing a text-to-speech presentation, or creating an outline.

Reduce the number of items students are expected to complete. For example, your student can receive the same math worksheet as the rest of the class, but you can ask him to complete only the odd-numbered items.

Give your student the option of using the same materials as the rest of the class, but in a different way. On a math worksheet, she could locate and mark certain numerals instead of completing problems.

Suggest note-taking helpmates such as guided notes or a slot-note note format, so students can more easily record and recall key information.

Allow for more creative ways for students to show what they know. Artistic students might build a model, create a poster, or draw a map a in place of a written assignment.

Alter the level of personal assistance

For learners who need extra support with some tasks, enlist helpers such as peers, a special educator, or a paraprofessional. They can provide assistance in a variety of ways, depending on the learner's needs:

Have the helper model the steps of a task before the student performs them on her own.

Encourage helpers to provide additional prompts (verbal, gestural, or partial physical) when students need them.

Assign the helper to complete some of the task steps with or for the student.

Ask the helper to give the student immediate feedback and additional encouragement to reinforce successes.

What are your favorite strategies for adapting materials, tasks, assignments, and the learning environment? Share your ideas in the comments below!

For more guidance on check out the book (free excerpt at the link!)

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5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action: "An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively.

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This article describes the different forms of modifications that can be implemented in a classroom, if you should use them, and alternatives to modifications.

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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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Using braille or auditory outputs

Extra time on assignments with few questions

Behavior management strategies; breaks, breathing techniques

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To support Differentiation in the classroom the teacher can use the high-level practice of flexible grouping. This practice can look like grouping students based on academic abilities and skills this allows the teacher to alter their lesson to fit the student's abilities.

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The United Federation of Teachers article on SDI gives an explanation of what SDI looks like in the classroom as well as evidence-based learning strategies educators can use to support their students.

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The delivery of specially designed instruction is the core job responsibility of special education teachers.

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HLP 13: Adapt curriculum tasks and materials for specific learning goals.

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HLP 13: Adapt curriculum tasks and materials for specific learning goals.

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The curriculum and standards that the student is expected to achieve are altered to best fit their abilities and reach their targeted goals. Using this method educators can provide tailored Adadptions for their students.

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HLP 19: Use assistive and instructional technologies.

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HLP 19: Use assistive and instructional technologies.

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Educators are able to use assistive technology as a modification to fit the student's specific needs, mainly those with developmental disabilies.

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HPL 14: Teach cognitive and metacognitive strategies to support learning and independence.

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HPL 14: Teach cognitive and metacognitive strategies to support learning and independence.

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With teachers focusing on cognitive and metacognitive strategies, they are allowing the students to develop independence. This HLP be used in Specially Designed Instruction since it helps develop critical thinking skills and problem-solving skills that the student may be lacking on.

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HLP 18: Use strategies to promote active student engagement.

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HLP 18: Use strategies to promote active student engagement.

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When making Accommodations in the classroom it is important to ensure that the students are able to actively engage in the lesson. Some students may need accessibility items for them to be able to actively engage in the lesson.

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HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

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HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

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For educators to know what accommodations, modifications, or adjustments need to be made they have to track the student's data. This data tracking can help with early Intervention and ensure that all of those involved in the student's support process are equally informed on their skills and abilities.