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Instruction that is especially created to meet the particular needs of a student with a handicap is known as specially designed instruction, or SDI. To guarantee access to the general curriculum and satisfy the student's requirements as specified in their IEP, it entails modifying the curriculum, teaching methods, or delivery of education.

IDEA disability categories

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Modifications are changes that alter what a student is expected to learn and demonstrate. Unlike accommodations, modifications change the level of instruction, content, or performance expectations to better suit the student's needs.

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Accommodations are changes in how a student accesses information and demonstrates learning. They do NOT substantially change the instructional level, content, or performance criteria. Accommodations provide equal access to learning and equal opportunity to demonstrate what is known.

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A teaching strategy known as differentiation is altering the curriculum, procedures, end products, or learning environment to accommodate the various requirements of students in a classroom, offering several learning paths while upholding high standards for each and every one of them.

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Interventions are targeted, evidence-based tactics or initiatives created to support pupils with behavioral or academic difficulties. Usually used in conjunction with conventional classroom training, they are evaluated for efficacy. Any student exhibiting challenges can benefit from interventions, which are a component of a multi-tiered system of supports, regardless of whether they have a recognized handicap.

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SDI is specifically for students who qualify for special education services under IDEA. This includes students with:
- Specific Learning Disabilities
- Autism
- Emotional Disturbance
- Other Health Impairments
- And other IDEA disability categories

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Students who have severe cognitive problems or other disorders that significantly affect their ability to access grade-level content are usually given modifications. This comprises pupils who fall under IDEA criteria like Several Disabilities Additional health conditions that have a substantial influence on cognitive function Intellectual Disabilities Extreme Autism

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Accommodations are typically provided to students with documented disabilities under:
- IDEA (all 13 disability categories)
- Section 504 plans
- Students with physical disabilities
- Students with learning disabilities
- Students with attention disorders

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In general education classes, differentiation is intended for ALL students, regardless of skill levels. Diverse motives and interests Diverse learning methods and preparation levels among students Various cultural origins

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Any student who exhibits symptoms of difficulty can get interventions, even if they do not have a recognized handicap. Students who are performing below grade level are included in this. Display indications of academic challenges Show signs of behavioral difficulties are in danger of slipping behind More assistance is required to meet grade-level expectations.

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1. Systematic, explicit phonics instruction for students with reading disabilities
2. Direct instruction in social skills for students with autism
3. Specialized math instruction using concrete-representational-abstract sequence

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1. Simplified reading passages with adjusted vocabulary
2. Reduced number of math problems or simplified problem types
3. Alternative grading systems based on modified expectations

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1. Extended time on tests
2. Large print materials
3. Use of a calculator or text-to-speech software

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1. Offering choice boards for demonstrating learning
2. Providing texts at various reading levels
3. Using flexible grouping strategies based on student needs

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Reading intervention for first-graders one-on-one Check-in and Check-out System of daily behavioral support Math training in small groups focusing on particular skill deficiencies

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High-Leverage Practices in Special Education

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High-Leverage Practices in Special Education

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22 high-leverage techniques for special education instructors have been identified by the CEEDAR Center and the Council for Exceptional Children (CEC). The four pillars of these techniques are instruction, social/emotional/behavioral, assessment, and collaboration.

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Additional Resources: RTI Action Network

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Additional Resources: RTI Action Network

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The RTI Action Network offers thorough details on professional development materials, such as research-based intervention, and implementation instructions for Response to Intervention.

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RTI Action Network - A Program of the National Center for Learning Disabilities | EC Learning IL

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The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. Some elements of the RTI model (e.g., a problem-solving process to solve practical dilemmas; an intervention hierarchy or teaching pyramid to address children’s social-emotional development) already exist in the early childhood field. Learn how RTI at the pre-K level builds on these elements to address the needs of young children who show signs that they may not be learning in an expected manner.

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Specific high-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Specific high-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Flexible grouping is used by HLP. Students are grouped in various ways according to their learning requirements, interests, and strengths in this approach. To give students the opportunity to work with different classmates and experience different learning environments, the groups should rotate often.Website: https://www.teachingchannel.com/

EBP: Scaffolding , An explanation of the EBP scaffolding The term scaffolding describes how the teacher's assistance and direction progressively diminishes as the student gains the ability to do assignments on their own. By giving extra support to those who require it, it is a crucial differentiation method to address the diverse requirements of students.https://www.cast.org/

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HLP: Employ adaptable grouping to accommodate different kinds of assistance
All students can benefit from training that is specifically customized to their requirements when they are grouped flexibly to allow for peer assistance, targeted instruction, or specialized small-group treatments.Website: https://www.teachingchannel.com/

EBP: Make physical environment changes
Reducing distractions and creating a more comfortable atmosphere for children with sensory or attention demands can be achieved by modifying the classroom layout or environment (e.g., by changing the lighting, creating quiet areas, or rearranging the seating).https://www.cast.org/

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EBP: Adjust the instruction's tempo
For students who need more time to assimilate new information or finish assignments, adjusting the pace of instruction enables them to work through the material more slowly or individually.https://www.nichd.nih.gov/

HLP: Give clear guidance on the material and abilities.
Explicit training is delivering clear, straightforward instruction and segmenting the material into smaller, more digestible segments. Even when curriculum changes are made, this approach guarantees that students with substantial learning challenges comprehend the key material.https://www.whatworksclearinghouse.ed.gov/

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HLP: Offer chances for learning with peer assistance.
Peer-assisted learning gives students with SLD the opportunity to work together, participate in cooperative learning activities, and get feedback. Through interactions with peers, this social learning approach aids students in skill development.https://www.pbis.org/

EBP: Direct Instruction (DI): This evidence-based approach encompasses structured, methodical, and unambiguous instruction, especially for students with learning difficulties. DI, which has been shown to be successful in reading and math, focuses on teaching little skills that lead to larger topics.https://www.nichd.nih.gov/

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Get the latest public health information from CDC: https://www.cdc.gov/coronavirus/
Get the latest research information from NIH: https://www.covid19.nih.gov/ ( en español)
NIH staff guidance on coronavirus (NIH Only): https://employees.nih.gov/pages/coronavirus/

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Homepage | NICHD - Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Get the latest public health information from CDC: https://www.cdc.gov/coronavirus/ Get the latest research information from NIH: https://www.covid19.nih.gov/ ( en español) NIH staff guidance on coronavirus (NIH Only): https://employees.nih.gov/pages/coronavirus/

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Adaptations are modifications made to the instructional strategies, assessments, or teaching environment in order to better match the needs of the students. These modifications are usually made to help students who have trouble accessing the curriculum, whether because of physical or learning disability or other reasons.

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Specific Learning Disabilities (SLD), Physical Disabilities, Sensory Impairments, and Intellectual Disabilities often require adaptations to help them access the general education curriculum.

-Hearing impairment

-English Language Learners

-Students with Attention Deficit Hyperactivity Disorder (ADHD)

-Gifted and Talented Students

-Students with Temporary Disabilities

-Students Who Struggle Academically

-Students with Physical or Sensory Impairments

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EBP: Assistive Technology Utilization
Devices and software that help students with impairments by giving them access to the curriculum are referred to as assistive technology. Text-to-speech, speech-to-text, and other tools that alter how students engage with educational resources may fall under this category. https://www.jstor.org/

HLP: Give regular comments and assess comprehension
Students who receive regular feedback are better able to identify their learning progress and opportunities for growth. Regular knowledge checks, such as informal questioning or formative assessments, assist in customizing additional modifications to fit the needs of the pupils.https://www.teachingchannel.com/

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With continuing education courses and professional development resources, Teaching Channel is your one-stop shop to becoming an empowered educator.