# data[].attributes.body
Usually provided before special education is considered, targeted teaching strategies or supports are designed to help students improve in a specific skill area.

# data[].attributes.body
The IDEA is open to students with a learning disability (SLD), a behavioral disability, or any other disability that qualifies as an IDEA-eligible impairment.

# data[].attributes.body
Practicing reading fluency three times a week in small groups

Behavior monitoring system for check-ins and check-outs

A flashcard-based and digital app-based approach to practicing math fact fluency

# data[].attributes.body
Students' readiness levels, learning styles, and interests should be taken into account when designing instruction, content, and assessments.

# data[].attributes.body
Every general education student, including English learners and special needs students, is covered by the policy.

# data[].attributes.body
Assisting students with reading difficulties by providing text-to-speech services

The option of providing multiple project options (poster, essay, video) for a given assignment

By breaking lessons down into smaller, scaffolded steps, they can be more easily mastered

# data[].attributes.body
IRIS Center – What Do We Mean by “Intervention”? Provides an overview of academic and behavioral interventions within multi-tiered systems of support (MTSS) and Response to Intervention (RTI), with examples and evidence-based strategies.
https://iris.peabody.vanderbilt.edu/module/rti01/

# data[].attributes.body
Developing self-monitoring and problem-solving strategies through teaching cognitive and metacognitive strategies.

https://highleveragepractices.org/

# data[].attributes.body
Changing the method a student uses to access information and demonstrate learning without changing the academic expectations.

# data[].attributes.body
Disability-related students (including those with ADHD under OHI, ASD, and SLD) needing support to participate in general education.

# data[].attributes.body
Time spent on tests is extended

Students have a preference for seating near their teachers

Using audiobooks as a reading assignment

# data[].attributes.body
A detailed overview of differentiated instruction, strategies for implementing it, and examples from classrooms can be found in this online module. A variety of learning needs can be met by the program, which helps educators adjust content, processes, and products.

IRIS Center. (2020). IRIS | differentiated instruction: Maximizing the learning of all students. Vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/di/

# data[].attributes.body
Researchers have found that UDL supports teachers' ability to engage students, represent them, and express themselves through a number of means. Through differentiation strategies, all learners, including those with disabilities, have access to meaningful learning experiences.

CAST. (2024). The UDL guidelines. CAST UDL GUIDELINES; CAST. https://udlguidelines.cast.org/

# data[].attributes.body
An overview of accommodations and how they are different from modifications is provided in this resource, along with practical examples for classroom use. Teachers, parents, and community groups working together to help students with disabilities will find it useful.

Center for Parent Information and Resources. (2020, March). Supports, Modifications, and Accommodations for Students | Center for Parent Information and Resources. Parentcenterhub.org. https://www.parentcenterhub.org/accommodations/

# data[].attributes.body
The PALS program is an evidence-based peer-tutoring program that supports reading and math skills by working together. Structured peer support provides grades-level content to students with disabilities as an accommodation.

IRIS | PALS: A Reading Strategy for Grades 2–6. (n.d.). Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/pals26/

# data[].attributes.body
Making adjustments to materials, tasks, or environments to enable students with disabilities to participate more fully in the learning process.

# data[].attributes.body
Significantly disabled students (e.g., people with disabilities, those with physical limitations, those with hearing and visual impairments).

# data[].attributes.body
The enlargement of print books for visually impaired students

Streamlined science experiments that require fewer steps

For fine motor development, adaptable scissors or pencil grips can be used

# data[].attributes.body
A shift in the expectations for what students should learn, often lowering or altering grade-level expectations.

# data[].attributes.body
Adapted instruction that meets a student's unique learning needs as outlined in their individualized education plan.

# data[].attributes.body
A significant number of students with significant cognitive disabilities receive instruction through alternate curriculums or standards.

# data[].attributes.body
An Individualized Education Program (IEP) is required for all students who qualify under IDEA.

# data[].attributes.body
Providing students with a simpler text that is easier to read

Reducing the number of math problems students must solve

Assisting students with alternative assignments (e.g., making an oral presentation instead of writing an essay).

# data[].attributes.body
Using explicit modeling and guided practice to teach reading comprehension strategies

Calculation skills can be taught directly through direct instruction

Providing structured instruction in social skills in small groups

# data[].attributes.body
An analysis of instructional adaptations developed by general and special education teachers for students with disabilities is presented in this article, along with evaluations of which strategies facilitate successful learning within inclusive classrooms.

https://www.researchgate.net/publication/275423155_Development_and_Use_of_Curricular_Adaptations_for_Students_Receiving_Special_Education_Services?utm_source=chatgpt.com

# data[].attributes.body
Accommodations and modifications are defined differently in this brief, highlighting how modifications have a direct impact on a student's learning expectations and should be used with care.

https://nceo.info/Resources/publications/OnlinePubs/briefs/brief33/default.html

# data[].attributes.attachment_link.readable_text
Icon(s) used on this page:

Opens an external site or resourceOpens an external site or resource -- We are committed to digital accessibility for all. Please be aware you are navigating to an external site that may not adhere to our accessibility standards.

# data[].attributes.body
Using evidence-based strategies, high-leverage practices, and Universal Design for Learning, all of which are foundational to providing effective Specially Designed Instruction, a special education department restructured its program in order to emphasize anti-racism and anti-ableism.

https://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=4848&context=faculty_rsca

# data[].attributes.body
Council for Exceptional Children – What is Specially Designed Instruction (SDI)? SDI is explained in this resource, highlighting how it supports IEP goals and general education access.

https://exceptionalchildren.org/topics/specially-designed-instruction

# data[].attributes.attachment_link.description
It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

# data[].attributes.body
Practices Based on Evidence: Using Visual Supports. In order to assist students with disabilities in accessing instruction and gaining independence, visual supports (schedules, graphic organizers, picture cues) have been found to be an effective adaptation.

https://afirm.fpg.unc.edu/wp-content/uploads/Visual-Supports-Brief-Packet.pdf