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These are the accommodations made within a classroom that help exceptional students have access to the same opportunities and reduce barriers to learning. These adjustments include students with physical difficulties that affect their mobility. An accommodation is a change that helps a student overcome his or her disability.

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It is the applied technique based on the identification and attention of the specific barriers to individual learning of each student, supported by educators, parents, or caregivers, to ensure they receive the necessary assistance for academic learning.

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Offer different strategies, materials and methods to support learning barriers based on the individual strengths and difficulties of each exceptional student to achieve the learning objective.

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These are the changes that the educator makes in the way of explaining the class so that exceptional students have access to the same content taught in class with equal learning conditions and thus eliminate learning barriers, without altering the educator's curriculum, that is, changes in assignments, exams or accessibility places are adjusted.

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It can refer to the content of what the exceptional student is expected to be able to perform, including adjustments to the content so that assignments and tasks are at the appropriate level to be done and allow participation in class, reducing barriers to learning.

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This is the process that designs and details individualized instructions for each student with a disability to ensure meaningful progress and help them achieve the goals established in their IEP.

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Specially Designed Instruction (SDI) padlet

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According to the article what's the difference? The intervention seeks to improve the academic performance of exceptional students with characteristics such as:

Academic difficulties with comprehension, with verbal and nonverbal communication

Behavioral or Emotional problems,

Limitations in Social relationships.

Lack of concentration,

Unusual physical problems.

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Students with language learning difficulties, disabilities such as difficulty following oral instructions, differences between visual and auditory comprehension, reading, spelling and language difficulties, or problems completing everyday tasks without assistance. The goal is to ensure that each student can reach their full potential, and to adapt instructions to individual needs. IDEA (2025)

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According to the Special Education News article. (n.d.) Students who require learning adjustments, ADHD and other health conditions, students who need accommodations for dyslexia or dysgraphia, attention deficit, visual or hearing impairments, loss of physical mobility, those requiring wheelchair access, students who suffer from Down syndrome spectrum, fragile X or speech problems, and those who suffer from disabilities.

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According to IDEA (2025) Adaptations are applied to the environment of students with special needs, whose comprehension ability differs significantly from learning in a regular environment. Special characteristics such as physical motor disabilities are factors that determine the type of adaptation needed by students who have communication difficulties (verbal and nonverbal), sensitivity to noise, easy distraction, deaf-blindness, language difficulties, low performance, fears, aggression, hyperactivity, and students who require assistance to perform everyday tasks, among others.

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Students eligible for modifications are those with significant conditions that affect their academic performance, such as intellectual, physical, or learning disabilities, or mental health issues, Lozano C et al., (2024).To qualify, parents with medical and school assistance must demonstrate that the student's disability is a barrier to learning. These include students with intellectual, physical, hearing, or visual disabilities, speech or language disorders, emotional disturbances, or autism spectrum disorders

Also eligible for modifications are students who do not qualify for special education but need adaptations to access the curriculum and overcome disability-related barriers, such as language.

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Every student who receives an Individualized Education Plan (IEP) by definition is said to receive SDI services, students must meet at least one disability that is described in the IDEA (2024), law, such as Autism, Deaf, blind, developmental delay, hearing impairment, other health problems, orthopedic disability, traumatic brain injury, dyscalcutia, dysgraphia, dyslexia, or language processing disability.

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Speech therapy is a specialized treatment to improve communication and address disorders related to speech, sounds, difficulty understanding words or phrases, hearing, and oral motor skills.

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Specific programs designed to improve individuals' mathematical skills.

Considers problem situations related to their context.

Uses concrete materials.

Allows students to explore different solution approaches.

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Hyperactivity manifests as constant fidgeting, difficulty staying still or quiet, and excessive talking. Pacing or running around nonstop, and even difficulty performing quiet activities. It includes impulsiveness, interrupting others, or responding.Hyperactivity manifests as constant movement.

To reduce hyperactivity in the classroom, you can allow breaks with physical activity, provide flexible seating that allows for movement, or use stress toys and games to keep students engaged and focused. Discreetly keeping hands busy and recognizing small steps to control impulsiveness.

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Difficulty learning mathematical concepts and formulas. Physical objects are needed to help solve simple mathematical operations such as one- or two-digit addition and subtraction. Cubes or a number line can be used.

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Is primarily characterized by difficulties with word recognition, decoding (connecting letters to sounds), and spelling.

Use of visual and auditory resources with different skill levels, including short-word books at a low level, and continuing to increase the level based on progress.

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Neurological disabilities that cause difficulty interpreting language. This disorder can affect a child's speech, listening, reading, and writing skills.

Visual Supports and Graphic Symbols:

Using elements such as cards with pictures or symbols can help children better understand instructions and content.

Incorporating interactive apps and digital resources can be a valuable tool to support dynamic language learning.

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Reduce the number of questions that must be complete for students with dyslexia and increase the time to complete a test or assignment.

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Include a student who is blind and takes a Braille version of the test, or a student who takes the test alone in a silent classroom.

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The student has mobility issues and a desk (accommodation) is fitted to the wheelchair to provide the appropriate height and distance from the student's body.

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Use writing instruments with thicker grips or pencils with specific adaptations, tweezers for grasping small objects, or even paints and materials that can be squeezed.

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They focus on adapting the environment and activities to facilitate their participation and development for transitions from one place to another within the school building.

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Using visual schedules to organize your schedules in the classroom

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Example 1 According to the level of solution

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Example 1 According to the level of solution

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Break a large task into smaller, more manageable steps to make it less overwhelming.

https://youtu.be/N8zSK3nVwB4?si=Uy_IkSclfqCTLrVc

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Provide grade modifications for special children established by numbers and change them to progress words according to the level

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Use technology to provide games, assignments, and learning activities for students who struggle to concentrate on paper and pencil work.

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Schedules help students manage the organization of activities on a school day by creating a focus on sequence and safety.

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Use the visual method to increase simultaneous communication for students with hearing impairments and sign language.

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Place students near the front to ensure behavior monitoring, avoid constant distractions, prevent anxious behavior changes, and allow for breaks outside the classroom.

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This website guides teachers to use different teaching methods with materials and assessment techniques for each student, rather than using the same method for all.

https://transitionabilities.com/different-ways-to-use-differentiation-in-your-special-education-classroom/?srsltid=AfmBOoq8AcxhzX_tfxVUJTJwP9gkbkLnE_yp_cOnVULD06XwCP_2Y3Nm

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Different Ways to Use Differentiation in Your Special Education Classroom

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If you need practical tips on differentiation , here are effective strategies to use in your special education classroom!

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Goldman, S. E., & Burke, M. M. (2016). The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis. Exceptionality.

https://www.tandfonline.com/doi/full/10.1080/09362835.2016.1196444

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The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis

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Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education pa…

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Provides inclusion protection to students as well as timely and necessary accommodations to special education students

https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

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Individuals with Disabilities Education Act (IDEA)

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Information about the the Individuals with Disabilities Education Act (IDEA), the law that governs education for children with disabilities, including the law’s statutes, regulations, and associated policies.

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The National Association of Special Education Teachers (NASET) is a national organization founded to assist teachers in understanding accommodations for students.

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NASET - National Association of Special Education Teachers

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NASET - National Association of Special Education Teachers

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NASET supports special education teachers with resources, training, and advocacy - helping them give every child the education they deserve.

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GO 4 IT…NOW!

This article helps you understand accommodation strategies to help a student meet their goal by explaining accommodations in an IEP.

https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=241bbf54-7456-3a66-a883-35e4b69d759c

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This article helps teachers and parents understand that collaboration is a crucial process for a student's behavioral success.

https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=2ef26c16-059b-3569-9e51-13d350bcee62

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Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome.

This website describes that intervention for students with reading disabilities could be improved if the intervention is focused on phonological awareness and decoding in an average of 25 sessions over 12 weeks.

https://exceptionalchildren.org/journal/effectiveness-decoding-and-phonological-awareness-interventions-children-down-syndrome?_gl=1*1a9ybg3*_gcl_au*MTMwOTUyMzM3NC4xNzU3Mzk0MjYy*_ga*MTYxNzI3NDk2My4xNzU3Mzk0MjYy*_ga_L4ZFTNESGT*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTQ4ODAkajYwJGwwJGgw*_ga_Y45Y2NWG3S*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTQ4ODAkajYwJGwwJGgw

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High-Leverage Practices for Students with Disabilities.

The foundations and reflection are important for professionals to reorient themselves toward the most essential practices.

https://highleveragepractices.org/?_gl=1*cyctrt*_gcl_au*MTMwOTUyMzM3NC4xNzU3Mzk0MjYy*_ga*MTYxNzI3NDk2My4xNzU3Mzk0MjYy*_ga_L4ZFTNESGT*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTYzOTUkajYwJGwwJGgw*_ga_Y45Y2NWG3S*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTYzOTUkajYwJGwwJGgw

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High-leverage practices in special education collaboration, Accommodations: What they are and how they work

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High-leverage practices in special education collaboration, Accommodations: What they are and how they work

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It helps you get better ideas about how to make accommodations for each student, using alarms to set and control time intervals.

Accommodations don’t change what students learn in school. Nor do they change what job responsibilities people have. They change how people learn and how people get their work done.

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

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What are accommodations? Learn what accommodations are, how they can help children in school, and how to get accommodations for your child.

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Watching the video will help you understand the adaptations to tasks with appropriate materials to support students in high-leverage practices (HLP) 13.

https://highleveragepractices.org/2017-first-edition-materials/hlp-13-make-adaptations?_gl=1%2A10kcb37%2A_ga%2AMTcwODY0NjU5OS4xNjc4ODkyNjE0%2A_ga_L4ZFTNESGT%2AMTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2ODMuNTQuMC4w

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This video explains how high-leverage practice (HLP) 13, adaptations to curriculum tasks and materials for specific learning goals, can be leveraged to support students with disabilities by providing video exemplars from real classrooms.

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How to use accommodations and modifications in the High-leverage practices in special education collaboration

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How to use accommodations and modifications in the High-leverage practices in special education collaboration

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With modifications, a reading activity can be changed to less complex material, so that a student has the time to study and can study the new spelling words.

https://www.understood.org/en/articles/how-to-use-accommodations-and-modifications-in-the-classroom

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Using Accommodations and Modifications in the Classroom: A Teacher’s Guide

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Learn how to use and keep track of accommodations and modifications for students in your class. Explore strategies for implementing classroom accommodations.

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

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

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Domain Two: Data-Driven Planning

All available data creates objectives and instructional plans that, when combined, improve learning practice.

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

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View a one-pager describing each of the HLPs.

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Konrad, M., & Trela, K. (2007). Go 4 It…Now! Teaching Exceptional Children, 39(4), 42–51. https://doi-org.lopes.idm.oclc.org/10.1177/004005990703900405

Lozano, C. S., Brandenberg, K., Wicki, M., Troesch, L. M., & Wüthrich, S. (2024). The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland. European Journal of Special Needs Education, 39(3), 399–414. https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2023.2227527

SpecialEdNews. (n.d.). CST - Child Study Team. https://specialednews.com/special-education-dictionary/cst-child-study-team/

U.S. Departament of Education. Individual with Disabilities Education Act (IDEA, 2025) https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

What’s the Difference? Accommodations vs. Modifications. vs. Interventions,” located on the Illinois School Psychologists Association website. https://www.ilispa.org/assets/docs/ResourceLibrary/Natalie%20Nordlund_AccommodationsModifications%20Interventions1.pdf