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Intervention refers to specific strategies or programs designed to assist students who are struggling academically or behaviorally. These methods aim to provide targeted support to enhance skills, overcome challenges, and improve learning outcomes(Na et al, 2024).

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Interventions typically focus on students with disabilities as defined by the Individuals with Disabilities Education Act (IDEA). This includes students with Specific Learning Disabilities (SLD), Emotional Disturbance (ED), Autism Spectrum Disorder (ASD), and other categories such as Intellectual Disabilities (ID). These students often require specialized instruction or support to meet their educational needs.

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Small Group Instruction: Targeted teaching in small groups to focus on specific skills or concepts where students are struggling.

Behavioral Interventions: Strategies like Positive Behavioral Interventions and Supports (PBIS) focus on improving students' behavior and social skills.

Social Skills Interventions: Programs that teach students how to interact appropriately with peers, such as social skills groups that focus on conversation skills and conflict resolution.

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High Level (HLP) and Evidence Based Practices(EBP)

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High Level (HLP) and Evidence Based Practices(EBP)

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HLP-Self-Monitoring

Explanation: Teaching students to track their own progress and behaviors encourages independence and self-regulation.

Link:https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/

EBP-Social/Emotional Learning

Explanation: Integrating social and emotional learning into the curriculum supports the holistic development of students with disabilities.

Link: https://drc.casel.org/promote-sel-for-students/evidence-based-programs-and-practices/

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Differentiation in special education refers to the tailored instructional strategies and approaches used to meet the diverse learning needs of students with disabilities. This involves modifying content, processes, products, or learning environments to ensure that all students can access the curriculum effectively and achieve their individual educational goals. Differentiation takes into account students' varying abilities, interests, and learning styles, promoting an inclusive and supportive learning environment (Mastropieri et al,2024).

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Students who qualify for differentiation often display a range of understanding, skills, interests, and learning styles. This includes those who struggle with certain concepts and need extra support, as well as advanced learners who require more challenging material to remain engaged. Additionally, students from diverse backgrounds, experiences, or those with disabilities may benefit from customized approaches that address their specific needs. The goal of differentiation is to foster an inclusive learning environment where all students can thrive at their own pace and in ways that resonate with them.

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Content Differentiation: - Provide students with various reading materials on the same topic, such as articles at different reading levels. - Use multimedia resources (like videos and podcasts) to present the same concept in different formats. - Offer choices in research topics to align with students' interests and readiness levels.

Process Differentiation: - Group students by ability for specific tasks and provide targeted instruction. - Implement tiered activities, where tasks are designed with varying levels of complexity. - Create learning centers that allow students to work independently and select activities that match their learning styles.

Product Differentiation: - Allow students to demonstrate their understanding through different formats, such as presentations, essays, or creative projects. - Encourage students to work individually or in groups based on their preferences and needs. - Set varied expectations for project outcomes depending on each student's readiness and ability.

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High Level (HLP) and Evidence Based Practices(EBP)

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High Level (HLP) and Evidence Based Practices(EBP)

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1. HLP: Use of Assessment

Description: This practice emphasizes the importance of using formative assessments to gather data about student learning, which can tailor instruction and provide feedback that meets individual needs.

Link: https://highleveragepractices.org/structure-4-domains-22-hlps

2. EBP: Flexible Grouping

Description: Flexible grouping strategies involve creating varied group configurations based on student's learning needs, interests, and readiness levels. This approach fosters collaboration and allows for targeted instruction.

Link-https://exceptionalchildren.org/sites/default/files/2021-01/HLP%2017%20Admin%20Guide.pdf

Link:

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Accommodations refer to the adjustments or modifications made to the learning environment, teaching methods, assessments, or materials to support students with disabilities. These adjustments aim to provide equal access to education and allow students to demonstrate their knowledge and skills without changing the content or expectations of the curriculum. Examples of accommodations include extended time on tests, preferential seating, and the use of assistive technology(Sahli et al,2022).

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Extended Time on Tests: Allowing students extra time to complete assessments reduces anxiety and enables them to demonstrate their understanding of the material without the pressure of a strict time limit.

Preferential Seating: Arranging classroom seating to minimize distractions for students is important. This can include placing students closer to the teacher or away from windows and doors that may cause disruptions.

Use of Assistive Technology: Providing tools such as text-to-speech software, speech-to-text programs, and audiobooks can help students with disabilities access the curriculum more effectively.

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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HLP-Collaborate with Professionals

Teachers collaborate to design and implement strategies that accommodate students with diverse needs, creating a supportive learning environment.

Link: https://highleveragepractices.org/collaboration

EBP-Flexible Grouping This practice involves organizing students into varied groups based on their needs and skills. It allows for targeted instruction and the application of accommodations tailored to different learners.

Link: https://exceptionalchildren.org/sites/default/files/2021-01/HLP%2017%20Admin%20Guide.pdf

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Adaptation in special education refers to the process of modifying teaching methods, materials, or environments to accommodate the diverse needs of students with disabilities. This can involve tailoring instruction, providing additional resources, or implementing specific strategies to ensure that all students have equitable access to learning opportunities and can achieve their full potential.

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Students who qualify for special education adaptations usually have distinct learning needs arising from various conditions. These may include learning disabilities, emotional disturbances, autism spectrum disorders, and developmental delays. As a result, these students often face challenges in traditional educational settings, which may affect their ability to process information, engage in social interactions, or manage self-regulation.

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Extended Time on Tests: Students are provided with extra time to complete tests and assignments, helping to alleviate challenges associated with processing speed or attention difficulties.

Preferential Seating: Students are assigned seating within the classroom that minimizes distractions, such as sitting closer to the teacher or away from windows.

Use of Technology: Students may utilize assistive technology tools, like speech-to-text software, to enhance their ability to complete assignments effectively.

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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HLP: Use of Explicit Instruction: This practice focuses on clear and direct teaching methods that provide students with step-by-step guidance in learning new content. It is particularly beneficial for accommodating diverse learning styles.

Link: https://highleveragepractices.org/structure-4-domains-22-hlps

EBP: Graphic Organizers: Graphic organizers are visual tools that help students organize information and ideas, making it easier to process and understand content. This approach is especially useful for students who struggle with writing or reading comprehension.

Link: https://www.branchingminds.com/blog/2019/11/11/evidence-based-strategies-distance-learning

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Curriculum Adjustments: Modifying assignments to reduce their complexity or changing the content to make it more accessible for students with specific learning needs. For instance, this could involve simplifying math problems or providing reading materials at different difficulty levels.

Alternate Assessment Methods: Allowing students to show their understanding through various formats, such as oral presentations instead of written reports, or projects that require less writing for students with writing difficulties.

Extended Time on Tests: Offering additional time for students to complete assessments in order to accommodate differences in processing speed. This allows them to demonstrate their knowledge without the stress of a timed environment.

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Modifications in special education involve changes to the curriculum, instruction, or assessment methods designed to meet the unique learning needs of students with disabilities. These adjustments may include modifying the content, expectations, or performance levels required for students to access the material and effectively demonstrate their understanding. Modifications are generally more substantial than accommodations, which offer support without altering the core curriculum.

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Students may qualify for modifications based on various factors, such as their individual learning needs, disabilities, or challenges that affect their ability to access the standard curriculum. This determination usually involves assessing their academic performance, processing abilities, and any diagnosed conditions that may impact their learning. Teachers, specialists, and parents often work together to identify the need for modifications, which can include changes to teaching methods, materials, or assessments. The goal is to ensure that all students have equal opportunities to succeed in their learning environment.

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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1. HLP: Collaborate with Families to Support Student Learning

Description: This practice emphasizes the importance of involving families in the educational process, ensuring that modifications are aligned with home support and the student’s needs. Collaboration can lead to more effective and tailored modifications.

Link: https://highleveragepractices.org/structure-4-domains-22-hlps

2. EBP: Differentiated Instruction

Description: This evidence-based practice involves tailoring instruction to meet individual student needs, which can include modifications to content, process, or product based on students' readiness levels, interests, and learning profiles.

Link: https://www.ablespace.io/blog/8-best-evidence-based-practices-in-special-education/

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Specialized instruction in special education involves using tailored teaching strategies and methods to address the unique learning needs of students with disabilities. This approach includes modifying the curriculum, teaching techniques, and assessment methods to ensure that these students can effectively access and engage with the educational material. The aim is to provide individualized support that enhances their learning experiences and promotes both their academic and social development.

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Students identified as having a disability that impacts their ability to access the general education curriculum qualify for specially designed instruction. This process usually begins with an evaluation to determine if a qualifying condition, such as a learning disability, autism, or emotional disturbance, is present. Once identified, these students receive customized instructional strategies and support tailored to their unique learning needs. This ensures they can effectively engage in their education and achieve academic success.

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1. Differentiated Instruction: Tailor lessons to meet the diverse needs of students and, for example, provide reading materials at varying levels of complexity to accommodate different reading abilities within the same classroom.

2. Small Group Instruction: Conducting lessons in small groups to provide targeted support. For instance, pulling a group of students who need help with a specific math concept to provide focused instruction and practice.

3. Use of Visual Supports: Incorporating graphic organizers and visual aids to enhance understanding. For example, a storyboard can help students with disabilities sequence events in their reading story.

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs)

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HLP: Collaborating with Professionals Collaborating with various professionals, including general educators, related service providers, and specialists, is essential to address the diverse needs of students. This approach emphasizes teamwork and shared decision-making to enhance student learning.

Link: https://highleveragepractices.org/collaboration

EBP: Differentiated Instruction

Tailoring instruction to meet individual student needs, interests, and readiness levels.

Link: https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

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Collaboration serves as the first domain in the updated High-Leverage Practices for Students with Disabilities. Collaboration is an important responsibility among all who serve students with disabilities as it is crucial to providing a coherent program that ensures the success and well-being of each student. The sharing of varied expertise and perspectives among professionals and families is necessary to

1. understanding each student's holistic and intersectional needs,

2. planning and implementing their Individualized Education Programs (IEPs),

3. monitoring student progress and adjusting instruction,

4. assuring each student's well-being in schools, and

5. jointly identifying and implementing culturally inclusive pedagogies and practices (CIPP).

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Collaboration serves as the first domain in the updated High-Leverage Practices for Students with Disabilities. Collaboration is an important responsibility among all who serve students with disabilities as it is crucial to providing a coherent program that ensures the success and well-being of each student.