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A plan that is designed to address specific learning or behavioral needs of a student. This plan is created to improve skills, knowledge, or behaviors.

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Tailoring instruction to meet individual needs of a student.

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A change that helps students overcome or work around a learning obstacle.

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specific students to whom interventions would typically apply 

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specific students to whom interventions would typically apply 

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A student may qualify for an intervention if they demonstrate consistent difficulties in academic performance, social skills, or behavioral issues that hinder their learning. Some specific indicators might include Academic Struggles, Social Skills Deficits, and or Behavioral Concerns.

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Specific students to whom Accommodations would typically apply

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Specific students to whom Accommodations would typically apply

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A student may qualify for accommodations if they have a documented disability or condition that impacts their ability to access the curriculum or participate in classroom activities. Here are some common scenarios. Learning Disabilities, physical Disabilities, . Sensory Impairments, Medical conditions, and or Emotional or Behavioral Disorders

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Specific students to whom Differentiation would typically apply

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Specific students to whom Differentiation would typically apply

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A student may qualify for differentiation if they have varying levels of readiness, interests, or learning profiles that require tailored instructional strategies to meet their unique needs. Here are some key indicators. Varied Academic Levels, Diverse Learning Styles, Interests and Engagement, Pacing Needs, and or Language Proficiency.

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Dutt, A. S., Chen, I., & Nair, R. (2019). Perceived Skills and Training Needs Among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions. Teacher Education & Special Education, 42(4), 269–282. https://doi-org.lopes.idm.oclc.org/10.1177/0888406418806639

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1. Response to Intervention (RTI): This is a multi-tiered approach that provides early, systematic assistance to students who are struggling.

2. Specialized Instruction: This intervention involves tailoring teaching methods and materials to meet the specific needs of students with disabilities or learning challenges.

3. Behavioral Interventions: These interventions focus on modifying students' behavior to improve their academic performance.

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11 Instructional Intervention Strategies and Examples

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11 Instructional Intervention Strategies and Examples

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This Blog goes into more detail about interventions and the most common ones you may see being used.

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Strategy 8: Schema-Based Instruction Strategies

Schema-based instruction refers to providing students with a template for translating related word problems into an identical mathematical representation, such as "total ÷ groups = number of groups." This is a valuable approach that helps students organize and connect new information with their existing knowledge structures, leading to deeper understanding and improved retention.

Fractions are a concept that students commonly struggle with. Schema-based instruction can be especially helpful here. For example, when teaching equivalent fractions, have students use the schema "multiplying or dividing both the numerator and denominator of a fraction by the same number results in an equivalent fraction" to better comprehend a key concept about equivalent fractions-the identity property-and apply it to various fraction problems.

Effective Strategies for General Intervention

While specialized strategies target specific subjects, there are general intervention approaches that can benefit all learners and apply to any subject. After all, many aspects of learning are less about the subject being learned and more about the person doing the learning. Here are some general instructional intervention strategies and examples:

Strategy 9: Educational Technology

Look for ways to integrating technology tools, like Read 180 and Math 180, into instruction. This can create many opportunities to support students in their learning, such as helping students to access interactive resources, collaborate online, and engage with multimedia content. Not only can educational technology enhance learning opportunities, it can improve students' digital literacy.

Intervention tools made virtual, such as virtual manipulatives, have become increasingly common in recent years. They have created an avenue for older students to access intervention with less stigma due to the tools being adaptable and discreet.

Strategy 10: ​​Personalized Approaches

Recognizing and leveraging individual strengths helps tailor interventions to students' unique abilities, fostering a positive and empowering learning environment. Think about your own learning experiences. Have there been times when you had to push through to get work done? This often happens when the skills we are working on are not that interesting to us, or our end goals were just too far away. In general, adults have more discipline to push forward when we know a task is important to our overall goals. But when students are stuck on a task, they are better able to persist when they find the topic interesting or we can stoke their curiosity in some way.

Teachers can create icebreaker and community-building activities with student-interests in mind. This is important data about our students that can help us personalize learning for our students. As our relationships with our students grow, we can weave in topics that we know our students will love.

Here are some simple ways to personalize learning:

1. Revise math problems to include student names. Cycle through student names, during whole group instruction. Save the names of any shy students who might get embarrassed for small group or individual work.

2. Flexibly group students into expert groups where they research a topic based on a common passion or interest to co-author an informative essay or presentation. This enables students with large ability gaps to work together and learn from each other.

3. Create personalized learning plans with students that need an additional boost or stretch, or for students who need additional incentive to participate in the learning. Work with students to create personal goals and confer with them to coach them in checking in on and revising their goals.

4. Allow students to choose how they will submit work. Providing a choice board can help by limiting the options so it is not too overwhelming for students. I once had a student submit a fictional movie with zero dialogue, but the story structure was clear, and we discovered his strength for visual storytelling.

Strategy 11: Mindset Strategies

A growth mindset, as explained by Carol Dweck, refers to the belief that abilities and intelligence can be developed through effort and perseverance. Encourage your students to embrace challenges, learn from mistakes, and believe in their capacity to improve over time. The effect can be quite far-reaching. For example, if students who receive a low grade on an exam have a growth mindset, they may see it as an opportunity for further learning. They might ask the teacher for help after school, go back and review their mistakes, and put in extra effort to understand the concepts they struggled with.

Teachers can cultivate a growth mindset in their students by emphasizing the power of "yet." In other words, get in the habit of appending "yet" to statements that limit ability. "I don't understand this... yet." As students face challenges, praise effort and persistence and embrace mistakes as learning opportunities. School should provide students with a safe place to fail. Helping them see failure as an opportunity for growth is what growth mindset is all about.

What Are Intervention Strategies That I Could Try Tomorrow?

Instructional intervention strategies are versatile tools that empower educators to support students at various levels of proficiency. Many of these strategies can be implemented immediately. When planning tomorrow's math lesson look for ways to add additional representations or allow students to respond with the representation that makes the most sense to them. For more routine-based strategies like Reciprocal Teaching, start by teaching the routine, and follow up by incorporating time to practice this strategy regularly. By implementing these evidence-based approaches, you can create inclusive and effective learning environments with respect to the needs of all learners.

Whether it's enhancing reading comprehension, improving math fluency, or fostering general learning skills, instructional interventions play a vital role in promoting academic success and building students' confidence.

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Explore Looking to unlock mathematical learning in the students who need it most? Try Math 180, our revolutionary approach to math intervention for students in Grades 3-12. Read 180, our personalized, adaptive, and student-owned approach to reading intervention for Grades 3-12.

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11 Instructional Intervention Strategies & Examples

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Explore 11 evidence-based instructional interventions and instructional intervention examples that you can use today to help your students succeed.

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1. Tiered Assignments: In this approach, teachers create assignments at varying levels of difficulty based on students' readiness.

2. Flexible Grouping: This strategy involves grouping students based on their interests, learning profiles, or skill levels.

3. Choice Boards: A choice board is a visual display that offers students a variety of activity options to choose from related to a specific learning objective.

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20 Differentiated Instruction Strategies and Examples

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20 Differentiated Instruction Strategies and Examples

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This blog talks about different strategies that works well when it comes to differentiated instruction.

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

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1. Extended Time on Tests: Students who may have difficulty processing information or completing tasks quickly can be given additional time to finish tests and assignments.

2. Preferential Seating: This accommodation involves placing a student in a seating arrangement that minimizes distractions and maximizes their ability to focus.

3. Use of Assistive Technology: Students with specific learning needs may benefit from tools like text-to-speech software, speech-to-text programs, or graphic organizers.

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Accommodations in the Classroom: A Guide to Making Them Real

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Accommodations in the Classroom: A Guide to Making Them Real

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Here is a website that goes into detail about accommodations and what it looks like in a classroom.

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs) of their students.

For many teachers, just the sheer number of accommodations recommended in a student's IEP can be daunting, with so much information to juggle that they don't always have a concrete idea of what these accommodations will actually look like in their classrooms. The following guide breaks down a typical list of middle school accommodations using helpful tools on how to practically implement each one. Many of the listed accommodations are tied with valuable skills all teachers could include in their instructional toolboxes.
Download the Examples of Instructional Accommodations Guide here
Accommodation:Checking for Understanding

Practical Applications

Use group response activities. Checking understanding with a group response means 100% compliance in responding.

Use thumbs-up, thumbs-down or thumbs to the side for an "unsure" response. Make sure students feel comfortable being honest with this method. Start with easy or personal questions such as: "I like Spring Break" or "Today is a rainy day" before moving to instructional content.

Provide whiteboards and markers for students to show understanding, such as solving a problem in math class, or adding to a list of character traits for reading comprehension.

Enlist help from athletic coaches on their best methods to check for understanding with their players. Coaches are often masterful resources.

Use response cards. Teachers ask a question, give a few seconds wait time, then ask students to "show me." Students pinch, point or flip to the correct answer. Examples:

What operation first?

What punctuation goes here?

Which branch of government?

Establish a routine of moving around the classroom as students begin their work. Ask questions such as, "Tell me the directions," or "Tell me the first thing you're going to do in this assignment." Clarify, thank and move on.

Accommodation: Verbal Prompts/Visual Cues to Maintain Focus

Practical Applications

Post learning objectives.

Post a daily agenda and check off items as they are completed.

Visually show "brain breaks" or "device breaks" in an agenda.

Appoint a student to the job of monitoring and checking off the agenda.

Project a visual timer for the entire class. Some students may benefit from the use of a personal timer such as a watch.

Accommodation: Instructions Repeated/Rephrased

Practical Applications

Teachers restate the instructions.

Post a clear visual of the instructions at the front of the classroom while restating the instructions to address both visual and auditory learners.

Accommodation:Use Agenda to Record Assignments

Practical Applications

Remind students throughout the day to complete their agendas. Be consistent to ensure success.

Instruct students to set a timer as a reminder.

Accommodation: Retake Tests/Quizzes for Higher Grade

Practical Applications

Use a variety of methods for retakes.

Consider both written and verbal responses. While monitoring testing in progress, call a student to your desk to ask them to tell you (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider these when grading their written exams.

Accommodation: Shortened Assignments

Practical Applications

Maintain the integrity of the assignment by carefully reviewing which parts can be deleted.

Make sure all standards of the full assignment are represented in the shortened version.

Accommodation: Extended Time on Assignments and Projects

Practical Applications

Establish school guidelines about what extended time means. There may be different recommendations for specific students, but "reasonable" is the keyword.

Complete required checks on student progress all along the way, especially when extended time is needed for a long-term project or assignment.

Accommodation: Multiplication Table/Calculator

Practical Applications

Understand the grade level standard and lesson objective to determine the use of multiplication tables and calculators as a student accommodation.

Know the difference between an accommodation and a modification.

Accommodation: Bathroom Breaks When Requested

Practical Applications

Monitor bathroom breaks with sensitivity regarding time and frequency.

Follow up with the nurse's office if questions or concerns arise.

Accommodation: Typing for Written Assignments

Practical Applications

Check to see if a device has been assigned to a student to replace paper and pencil.

Look into all available assistive technology options.

Accommodation: Present Examples of Work/Problems to Follow

Practical Applications

Spend time with student completing a task; ask student to complete the next one independently; check for understanding.

Show examples of successfully completed tasks or problems.

Provide rubrics to illustrate accurate completion.

Accommodation: Reminders to Slow Down and Take Time

Practical Applications

Use reminder signals.

Avoid stigma of verbal reminders.

Accommodation: Copy of Notes

Practical Applications

Make copies of class notes available prior to the lesson.

Encourage students to follow along, highlight, circle or underline as the lesson is presented.

Accommodation: Short Breaks

Practical Applications

Define parameters of extra breaks including length.

If a break is needed for behavior, allow the student to do some deep breathing for one to two minutes before resuming work.

If break is needed for focus, use a timer to keep the break short.

If needed for health reasons, ask the student and/or nurse what is needed.

Ensure the student can take a break within the classroom in an unobtrusive way.

Use alternative seating such as stools or standing desks when practical.

Accommodation: Preferential Seating

Practical Applications

Refer to the IEP for specifications on individual seating requirements and purpose.

Examples may include seating at the front of the room for vision limitations or lessening of distraction, or sitting near a door for an easier exit.

Accommodation: Break Down Larger Assignments into Smaller Parts

Practical Applications

Break large assignments into manageable pieces to help organize a student's thinking.

Help students learn how to break down their assignments into more manageable parts on their own, including checking for understanding with their teacher.

Accommodation: Additional Wait Time for Responses

Practical Applications

Develop awareness that wait time can be appropriate for all students, especially for those whose first language isn't English, students with autism, or those with any sort of communication disorder. Some introspective students may also need more time.

Remind teachers that these accommodations need to be intentional and practiced behaviors.

Accommodation: Graphic Organizers

Practical Applications

Use graphic organizers to help students organize their thinking around a concept.

Appeal to non-auditory learners by presenting information visually.

Assess student understanding through the use of graphic organizers such as maps, diagrams and charts.

The next group of accommodations all refer to testing. However, it should be noted that students should be using these same testing accommodations during regular instruction so they are proficient with them.

Testing Accommodation: Separate Setting

Ensure there is a specific designated place in the school for testing that can be monitored.

Testing Accommodation: Open Book/Notes

Be prepared to address the issue of perceived fairness arising if other students see this method in practice.

Testing Accommodation: Read Aloud

Determine what this would look like depending on student needs and requests. For example, some students ask "What word?" while others may need more, "Please read this sentence or paragraph."

Testing Accommodation: Multiplication Table/Calculator

Understand the specifics of the standard and objective being measured in the assessment, as there may be instances where this accommodation moves into the realm of modification.

Testing Accommodation: Text-to-Speech

Specify which text-to-speech technology should be used and on which devices.

Make sure students know how to use the technology and use it regularly in class.

Testing Accommodation: Scribe for Writing

Identify a scribe in each class when needed.

This accommodation is typically for students with physical limitations.

Testing Accommodation: Oral Responses

Ask students individually to come to the teacher's desk to explain verbally (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider this knowledge when grading their written exams.

Testing Accommodation: Read Aloud (Math)

Designate someone to do the reading. Ensure there is no perceived unfairness or possibility of assisting with answers.

Testing Accommodation: Extended Time

Assess whether the IEP specifically defines the length of the extension for testing.

Understand whether the extension should occur within the classroom or at another location.

Determine how this accommodation will be monitored.

When educators define successful Tier 1 instruction, many just call it "good teaching." It involves teachers knowing their students' knowledge levels and learning characteristics, then using that information to guide their instruction. Many teachers make natural accommodations within their instruction to meet individual student needs. However, extra care and consideration is required when it comes to fulfilling specific IEP requirements. Stetson and Associates has over 30 years of experience in accurately understanding those needs and helping schools meet these challenges head on.

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Accommodations in the Classroom: A Guide to Making Them Real

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs)...

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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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HLP #17: Use Flexible Grouping | High-Leverage Practices

Using flexible grouping helps create a more intense one on one learning to meet the needs of students.

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Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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This video provides an overview of the background and rationale for high-leverage practice (HLP) 17 and demonstrates three key components of this HLP through video exemplars from real classrooms. The first key component is that groups should be highly structured and include clear directives.

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Changes made to the curriculum, instruction, or assessment methods to meet the diverse needs of students.

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1. Modified Instructional Materials: Teachers can provide students with materials that are easier to read or understand, such as simplified texts, visual aids, or interactive resources. This helps students grasp the content more effectively.

2. Flexible Grouping: Students can be grouped differently based on their learning needs.

3. Alternative Assessment Methods: Instead of traditional tests, teachers can use different assessment methods, such as projects, presentations, or portfolios, to evaluate student understanding.

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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 blog talks about 5 different types of adaptions you may see in a classroom.

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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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modifications refer to changes made to the curriculum or learning expectations that alter what a student is expected to learn.

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1. Reduced Assignment Length: A student may be given fewer problems to complete on a math assignment, allowing them to focus on mastering key concepts without becoming overwhelmed.

2. Lowered Learning Expectations: Instead of requiring a student to read a chapter and answer comprehension questions, the teacher might modify the expectation to reading a shorter passage and discussing it verbally.

3. Alternative Grading Criteria: A student may be assessed on effort and participation rather than the accuracy of their responses.

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Modifications for Students with Disabilities 

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Modifications for Students with Disabilities 

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This document talks about modifications and what that looks like in a classroom.

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Specially Designed Instruction (SDI) Definition

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Specially Designed Instruction (SDI) Definition

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Specially designed instruction (SDI) in education refers to tailored teaching strategies and approaches that are specifically created to meet the unique needs of students with disabilities.

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Examples Of Specially Designed Instruction (SDI)

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Examples Of Specially Designed Instruction (SDI)

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1. Individualized Learning Plans: A teacher may create a customized learning plan for a student with specific goals and objectives tailored to their strengths and needs, incorporating personalized strategies and accommodations.

2. Direct Instruction Techniques: For a student struggling with reading, the teacher might use explicit teaching methods, such as phonics-based instruction, to directly teach letter-sound relationships and decoding skills.

3. Use of Assistive Technology: A student with a visual impairment might use text-to-speech software or braille materials to access the curriculum, ensuring they can participate fully in classroom activities.

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Understanding SDI in Special Education: A Comprehensive Guide

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Understanding SDI in Special Education: A Comprehensive Guide

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This is a guide that helps you understand SDI and when to use it in the classroom.

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SDI in Special Education: A Comprehensive Guide

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Navigate the essentials of SDI in special education with this comprehensive guide for educators and parents.