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Special Education Key Terms: A Guide for Educators and Families

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Special Education Key Terms: A Guide for Educators and Families

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Description

This resource provides clear definitions, examples, and evidence-based practices related to key special education terms. Designed for new teachers, paraprofessionals, and parents/guardians, it supports the effective implementation of specially designed instruction (SDI) and other inclusive practices.

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Elementary teacher teaching math vocabulary

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Definition

The term "interventions" refers to evidence-based practices or programs designed to offer assistance to those students experiencing academic or behavioral problems. Usually, these targeted strategies will supplement regular classroom instruction and typically occur in either one-on-one or small-group formats that assist students in achieving greater progress or success.

Applicable Students

Students who are academically challenged generally fit in one of four groups:

Students who are struggling with academic skills: Those struggling with reading fluency or mathematical application, but not sufficiently enough to qualify them for special education.

Students within the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) frameworks: This group will begin support prior to a possible determination of eligibility for an Individualized Education Program (IEP).

Students with identified disabilities under the Individuals with Disabilities Education Act (IDEA): Including those with Specific Learning Disabilities (SLD), Speech or Language Impairments (SLI), or Emotional Disturbances (ED).

Students requiring behavioral support: This group includes students with Attention-Deficit/Hyperactivity Disorder (ADHD), autistic spectrum disorders, or emotional/behavioral disorders.

Examples of Interventions

Phonics-Based Reading Intervention: Small-group phonics-based reading interventions will incorporate explicit instruction in phonemic awareness and decoding skills to enable those students to access the curriculum successfully.

Check-In/Check-Out (CICO) Behavioral Intervention: The student meets their mentor at the beginning and end of every school day; they set daily behavioral goals and then work together to monitor and review progress toward those goals.

Cover, Copy, Compare (CCC) for Math Facts: A strategy by which the student studies the math problem, covers it, attempts to solve the problem from memory, and then checks the answer against the correct answer.

Additional Resource

Resource Title: Multi-Tiered Frameworks: Understanding RTI, PBIS, MTSS

Summary: This article provides a comprehensive overview of multi-tiered frameworks, including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), explaining how they integrate within the Multi-Tiered System of Supports (MTSS) to address diverse student needs.

Link: https://studentbehaviorblog.org/multi-tiered-frameworks-understanding-rti-pbis-mtss/

High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Intensive, Systematic Instruction for Some Students (Tier 2)

Summary: This practice involves providing intensive, systematic instruction on foundational reading skills in small groups to students who score below benchmark levels. Instruction is explicit, with frequent opportunities for student practice and feedback, occurring multiple times per week.

Link: https://www.readingrockets.org/topics/rti-and-mtss/articles/best-practice-rti-intensive-systematic-instruction-some-students-tier

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You may have heard the term "multi-tiered framework" along with other related acronyms like RTI, PBIS, MTSS when people talk about helping and supporting students... but what do these terms actually mean and how are they related? Let's break this down below.

MTSS

MTSS stands for multi-tiered systems of support. It is a framework to provide academic and behavioral supports for all students based on their individual needs. Because different students have different strengths and needs, tailored levels of support are more likely to help them succeed in school. "Multi-tiered" generally refers to three tiers that correspond to different intensities of the support:

Tier 1, or school-wide support, is provided as the foundation of the "pyramid of support" to all students. In an MTSS framework, Tier 1 supports are intended to prevent challenges from occurring in the first place. As such, this involves teaching critical skills and behaviors that all students are expected to learn. For example, students learn core academic content through high quality evidence-based instruction in the classroom along with universal screening and progress monitoring. School staff also teach students clear rules and expectations for behaviors in and out of the classroom. In a school that is effectively implementing these school-wide supports it is estimated that a majority of students (80-90%) will respond positively. For example, this means that if there are 100 total students at Pyramid Elementary School, about 80-90 students will follow school rules and respond well to general classroom instruction.

But then, this leaves about 10-20 students who may need more support to be successful. These students may exhibit difficulties with learning specific academic content or following rules more often than their peers, causing delays in instruction and/or behavior problems. For these students, school staff can provide more focused, or " Tier 2 " supports, which are more specialized or targeted intervention programs. Typically, these targeted programs are provided in small group settings, which may involve increased time dedicated to instruction or more intensive methods of instruction. For example, students may receive differentiated instruction matched to their needs based on screening or progress monitoring data for a specific subject, or increased opportunities for instruction and feedback on the school rules and expectations (through an intervention called "Check in Check out"). We might predict, based on our example with our students at Pyramid Elementary School, that about 5-10 students would respond well to these targeted supports-helping them to improve their academic and/or behavior challenges.

Now what about the few remaining students at Pyramid Elementary School who don't respond effectively to Tier 1 or Tier 2 supports? These students may need more intensive Tier 3 supports at the top of the pyramid. Usually these students, with serious and chronic needs, will receive individualized services from specialists, such as the school counselor, psychologist, behavioral specialist, and/or instructional specialist-or even from outside services, such as community practitioners.

This type of multi-tiered framework puts processes in place to identify, support, and monitor the progress of students using the best data and evidence available, to make sure students' levels of support match their levels of need.

OK, that's MTSS... what about RTI and PBIS?

MTSS is an umbrella framework that includes both RTI and PBIS. Response to Intervention ( RTI) is a multi-tiered framework primarily for academic supports, whereas Positive Behavioral Interventions and Supports ( PBIS) is a multi-tiered framework for behavioral supports. RTI and PBIS both focus on providing support at different levels of intensity based on what the student needs-at the school-wide ( Tier 1), targeted ( Tier 2), and individual ( Tier 3) levels of support.

Some background on RTI and PBIS

With updates and changes to state and federal education guidelines in the past two decades, including the passage of the No Child Left Behind Act and revision of the Individuals with Disabilities Education Improvement Act (IDEA), schools are encouraged to match the support that a student receives with the level of need demonstrated.

RTI grew from efforts to improve special education services, specifically in identifying students who are struggling academically, and providing support early on based on their level of need. Instead of the "wait and fail" method for identifying students with learning challenges, all students are screened regularly in an RTI framework. Students who are struggling academically are identified and receive evidence-based interventions, with progress monitored frequently by teachers collecting data to determine if the students need additional help.

The principles of PBIS have been around longer than RTI, since about the mid-90's, but the core principles are quite similar-to prevent and address behavioral challenges by offering a range of interventions based on the student's level of need.

With the recognition that to achieve academic success, a student must also have behavioral strengths (and vice versa), there has recently been a shift away from using RTI and PBIS frameworks separately. Many states and districts employ MTSS to integrate their systems of support and address both academics and behavior by leveraging common resources and data elements. In fact, MTSS is named in recent public education federal legislation as a critical element for student success in the Every Student Succeeds Act (ESSA).

Our team's work with multi-tiered frameworks

Our team has researched various tiered behavior/ PBIS programs to investigate how they may be effective for students and staff. Please read our blog posts about the types of school-wide and classroom-based programs our team studies and our evaluation of a school-wide program to improve school climate and safety.

Other resources and information:

Topics: Classroom-based intervention Multi-tiered systems of support School-wide prevention Secondary intervention

Tags: Multi-tiered Systems of Support Positive Behavioral Interventions and Supports Response to Intervention

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Multi-tiered frameworks: Understanding RTI, PBIS, MTSS

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You may have heard the term "multi-tiered framework" along with other related acronyms like RTI, PBIS, MTSS when people talk about helping and supporting students... but what do these terms actually mean and how are they related? Let's break this down below. MTSS stands for multi-tiered systems of support.

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1. Definition

Differentiation refers to a way of teaching that adjusts methods, materials, and assessments to best meet the great diversity present in different students. It provides the chance for every student-taking into consideration differences in ability, learning style, or background-to experience meaningful learning.

2. Applicable Students

Differentiation applies to all students, but it is particularly beneficial for:

Students with learning disabilities, that could be them suffering from dyslexia, their ADHD, or an autism disorder.

Students with ELL andimmediate language support.

Gifted and talented ones who are allowed enriched work.

Students having different learning modes like visual, auditory, or kinesthetic.

3. Three Examples of Differentiation

Content Differentiation:

Teachers offer students different readings, still based on leveled materials, for example, they can offer different leveled texts on the same subject in their history class.

Process Differentiation:

Let students learn via hands-on activities, group discussions, or independent research.

Product Differentiation:

Students have options to show what they have learned-in-essays, videos, or posters

4. Additional Resource

Differentiation in the Classroom: Strategies for Success

Summary: This article outlines practical strategies for differentiating instruction across grade levels and subject areas, ensuring all students receive appropriate support and challenge.

Link: https://www.edutopia.org/article/differentiated-instruction-strategies

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Providing Scaffolded Support for Diverse Learners

Summary: This practice emphasizes adjusting instruction by offering structured guidance and support based on individual student needs, helping them progress toward mastery.

Link: https://iris.peabody.vanderbilt.edu/module/sca/

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1. Definition

Accommodations are changes in how a student learns or demonstrates knowledge without altering learning expectations. These adjustments provide equal access to instruction and assessments while keeping academic standards the same.

2. Applicable Students

Accommodations are typically provided to students who:

Have an Individualized Education Program (IEP) or 504 Plan under IDEA.

Have learning disabilities (e.g., dyslexia, dysgraphia, dyscalculia).

Have physical disabilities affecting mobility, vision, or hearing.

Have ADHD, autism, or anxiety disorders that impact learning.

3. Three Examples of Accommodations

Presentation Accommodations

Providing audiobooks, large print materials, or screen readers for students with visual impairments or reading difficulties.

Timing Accommodations

Allowing extra time on tests or assignments for students with processing delays.

Setting Accommodations

Offering a quiet, distraction-free environment for students with ADHD or anxiety.

4. Additional Resource

Resource Title: Understanding Accommodations for Students with Disabilities

Summary: This resource explains different types of accommodations and their role in supporting students with disabilities while maintaining academic expectations.

Link: https://www.understood.org/en/articles/accommodations-what-they-are-and-how-they-work

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Use of Assistive Technology to Support Learning

Summary: This practice focuses on incorporating tools such as text-to-speech software, speech-to-text applications, and adaptive keyboards to help students access content.

Link: https://www.atia.org/assistive-technology/resources/

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An overview of simple classroom modifications and accommodations that will help a children with cochlear implants (CIs) hear better in class. This video was made possible by a Small Business Innovation Research Grant # 4R44DC009357-02 from the National Institute on Deafness and Other Communication Disorders, part of the National Institutes of Health.

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1. Definition

Adaptations are changes made to the instructional environment, teaching strategies, or curriculum to help students access and engage with learning. Unlike accommodations, adaptations may slightly alter the learning expectations while still aligning with the curriculum.

2. Applicable Students

Adaptations are often used for:

Students with significant disabilities (e.g., intellectual disabilities, autism, multiple disabilities).

Students with cognitive processing difficulties who need content adjusted to their abilities.

Students who require an IEP where modifications are not necessary, but extra support is needed.

3. Three Examples of Adaptations

Simplifying Language in Assignments

Rewriting instructions or reading materials using simplified vocabulary for students with language processing challenges.

2. Providing Hands-On Learning Materials

Using tactile objects or visual supports (e.g., graphic organizers, manipulatives) for students who learn best through kinesthetic experiences.

3. Allowing Alternative Response Formats

Letting students demonstrate learning through oral responses, visual presentations, or hands-on projects instead of traditional written assignments.

4. Additional Resource

Resource Title: Adapting Instruction for Diverse Learners

Summary: This guide provides practical strategies for adapting instruction to meet the needs of students with disabilities while maintaining engagement in general education content.

Link: https://www.readingrockets.org/article/adapting-instruction-diverse-learners

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Scaffolding Instruction for Students with Disabilities

Summary: This practice focuses on providing structured support, such as step-by-step guidance, modeling, and visual cues, to help students access grade-level content.

Link: https://iris.peabody.vanderbilt.edu/module/sca/

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teacher offering adaptations to student with disabilities

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1. Definition

Modifications are changes to what a student is expected to learn. Unlike accommodations or adaptations, modifications alter learning expectations, meaning students may work on different learning goals than their peers.

2. Applicable Students

Modifications are typically provided for:

Students with significant cognitive disabilities who require alternative learning expectations.

Students with Individualized Education Programs (IEPs) whose goals differ from grade-level standards.

Students who need a simplified or alternative curriculum to meet their individual learning needs.

3. Three Examples of Modifications

1. Simplifying Curriculum Content

A student in a general education history class may focus on learning key historical figures rather than analyzing complex historical events.

2. Reducing the Number of Assignments

Instead of completing 20 math problems, a student may be required to complete five essential problems.

3. Alternative Grading System

A student may be graded based on progress toward individualized learning goals rather than standard grade-level expectations.

4. Additional Resource

Resource Title: Understanding Modifications in Special Education

Summary: This resource provides an overview of modifications, including how they differ from accommodations and when they are appropriate for students with disabilities.

Link: https://www.understood.org/en/search-results?query=Modifications

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Individualizing Instruction for Students with Disabilities

Summary: This practice emphasizes tailoring instructional goals and content to align with a student’s abilities and needs, ensuring meaningful learning experiences.

Link: https://iris.peabody.vanderbilt.edu/module/iep01/

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Accommodations vs Modifications: What’s the Right Approach for Each Child?

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Accommodations and modifications are often used interchangeably, but they have distinct meanings in education. Learn the difference and how they can benefit students.

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1. Definition

Specially Designed Instruction (SDI) refers to personalized teaching strategies and methods used to meet the unique needs of a student with a disability. SDI is outlined in a student’s Individualized Education Program (IEP) and focuses on adapting content, teaching methods, and instructional delivery to ensure access to the general curriculum.

2. Applicable Students

SDI is specifically designed for:

Students with disabilities who have an IEP under the Individuals with Disabilities Education Act (IDEA).

Students who require specialized instruction beyond general classroom differentiation.

Students with significant learning, cognitive, or developmental disabilities needing tailored teaching approaches.

3. Three Examples of Specially Designed Instruction (SDI)

1. Explicit Phonics Instruction for Reading Disabilities

A student with dyslexia may receive systematic, multi-sensory phonics instruction to improve reading skills.

2. Task Analysis for Students with Intellectual Disabilities

Breaking down a multi-step math problem into smaller steps and explicitly teaching each step to build independence.

3. Social Skills Training for Students with Autism

Direct instruction on communication, social interaction, and problem-solving strategies tailored to individual student needs.

4. Additional Resource

Resource Title: What Is Specially Designed Instruction?

Summary: This resource explains how SDI differs from general education teaching strategies, provides examples, and outlines how it is implemented within an IEP.

Link: https://www.understood.org/en/search-results?query=specially%20designed%20instruction

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Intensive Instruction to Support Student Learning

Summary: This practice focuses on using structured, research-based interventions to support students with disabilities in acquiring essential academic and functional skills.

Link: https://iris.peabody.vanderbilt.edu/module/intensive-instruction/

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Episode 177: What is Specially Designed Instruction