# data[].attributes.body
Resource: Specially Designed Instruction
Summary: This article offers insights into what SDI is and how to implement it effectively for students with disabilities.
https://exceptionalchildren.org/topics/specially-designed-instruction

HLP: Collaborate with Families
Summary: Involve families in the planning of SDI to ensure alignment with student needs and goals.
https://highleveragepractices.org/

# 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
Examples of SDI include:

1. Using sign language for students with hearing impairments

2. Behavior management plans for students with behavioral issues

3. Providing assistive technology to support students with physical disabilities

# data[].attributes.body
SDI refers to personalized teaching methods, strategies, and tools designed to meet the unique needs of students with disabilities, as stated in their IEP.

# data[].attributes.body
Resource: Accommodations vs. Modifications
Summary: This article highlights key differences between accommodations and modifications.
https://texasprojectfirst.org/en/accommodations-vs-modifications

HLP: Provide Scaffolded Support
Summary: Use tailored support strategies to help students access modified content effectively.
https://highleveragepractices.org/

# data[].attributes.body
Examples of modifications include:

1. Simplifying reading assignments

2. Shortening test questions

3. Changing grading expectations

# data[].attributes.body
Modifications involve changing the learning objectives or materials to make them accessible for students who cannot meet the same standards due to significant disabilities.

# data[].attributes.body
Resource: Adapt Instruction
Summary: Learn strategies to adapt instruction for students with diverse needs.
https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q2/p08

HLP: Explicit Instruction
Summary: Provide clear, direct instruction in a step-by-step approach to meet student needs.
https://highleveragepractices.org/

# data[].attributes.attachment_link.readable_text
Page 8: Adapt Instruction

Now that Ms. Begay understands the learning process, she can better meet the needs of her students through instructional adaptations. Teachers often find it necessary to adapt their instruction for students with disabilities who are taught in the general education classroom if those students are to have full access to the general education curriculum. Adapting instruction can be defined as making changes to instruction in order to allow students equal access to the curriculum and to give them the opportunity to process and demonstrate what has been taught. Instructional adaptations can include both accommodations and modifications.

Accommodations include services or support related to a student's disability that help her or him to fully access the subject matter and accurately demonstrate such knowledge without fundamental alterations to the standard or expectation of the assignment or test. An example of an accommodation might be the use of audiovisual supplements (e.g., video, overheads) in a lecture to accommodate students with auditory processing difficulties.

Modifications also include services or support related to a student's disability in order to help a student access the subject matter and demonstrate knowledge, but in this case the services and supports do fundamentally alter the standard or expectation of the assignment or test. An example of a modification might see an instructor shortening a written assignment from five paragraphs to two because of the time needed to complete the assignment.

Keep in Mind

When you begin to consider which adaptations to make, it is important to consider students' strengths and weaknesses.

Guidelines for Adapting Instruction

Adapting instruction supports learners with special needs. Teachers should consider several principles when making accommodations or modifications, including the importance of:

Maximizing individual student independence: The less he or she needs to rely on adults, the better.

Maximizing student participation in all class activities along with peers: Partial participation in every activity is much better than none, and the greater participation in each, the better.

Maximizing student skill development: Our job is to teach skills and understanding.

Minimizing the use of temporary solutions (Band-Aids): These do provide some support but they do not work toward attainment of the first three principles.

Teachers can begin to achieve these principles by analyzing five elements of their classroom to determine what adaptations need to be made to accommodate the needs of the student. These five elements are:

Examples of each element

(C)urriculum

Allow both oral and written exams

Include both group and individual work

(I)nstruction

Read aloud from text together

Include class discussions with lectures

Assign note-takers during lectures

Use models to demonstrate concepts

(M)aterials

Allow spellcheckers

Provide graphic organizers

Provide audiotapes of textbooks

(E)nvironment

Consider seating arrangements

Arrange furniture to accommodate students

Eliminate distractions (noise, distracting window views)

Once the teacher has analyzed these five classroom elements, he or she can begin to make the adaptations necessary to meet the needs of the students. This process can be time-consuming and complicated. Click on each icon below to learn about making classroom adaptations.

Materials Scheduling Group Work Independent Work

Materials

1. Create a plan for adapting materials:

Who will plan and implement the adaptations?

When will the adaptations be made?

2. Identify and evaluate the needs of the students:

How well can students read written material?

Do students have access to appropriate materials?

3. Develop goals for teaching strategies and making adaptations:
What is the best approach?

4. Determine the need for content adaptations versus format adaptations:

Content adaptations (modifications) - involves changing what and how much will be learned.

Format adaptations (accommodations) - involves changing how information is presented.

5. Identify the features of the materials that require adaptation:
Consider such things as organization, complexity, and activities in the materials.

6. Determine the type of adaptation that will enable the student to be successful:
Can existing materials be altered or are alternative materials needed?

7. Inform students and parents about the adaptation:
How will you inform parents?

8. Implement, evaluate, and adjust the adaptations:
Is the adaptation still needed or is another adaptation more appropriate?

9. Fade, or phase out, the adaptation when possible:
Can students be taught the skills and strategies that allow adaptations to be discontinued?

(Close this panel)

Scheduling

Schedule group time at least twice a week.

Review the schedule and expectations daily.

Post master daily and weekly schedules for the students; keep a copy in the lesson plan book for yourself.

Recruit and schedule volunteers for weekly support (e.g., one hour, twice a week).

Schedule time for student conferences daily.

Group Work

Teach students how to be effective peer tutors.

Teach students how to work in cooperative learning groups.

Organize the groups well so that students learn from each other.

Independent Work

Teach students how to work independently.

Do not assign independent work until oral or written instruction and practice has occurred.

Set up individual supports for students as needed (peer tutoring, paraprofessional, classroom volunteer).

Directly teach students how to use strategies that create opportunities for self-instruction and practice.

Plan 60-second mini-lessons for students to complete during transitions.

Adaptations may be necessary in the classroom to ensure the success of all students, especially those with disabilities. Click on each of the items in the list below for examples of adaptations required by students with various needs:

Arrange furniture with wide aisles - If you have a student who uses a wheelchair, find out the chair's width and turning radius and create spaces between rows, furniture, and centers that are wide enough for the student to move comfortably.

Lesson plans address access to centers, stations, and other locations - As you plan your lessons, think about how students will get to the learning centers, work stations, or other locations in or out of the classroom so that any student's mobility issues can be worked out prior to the activity. This may mean altering certain groupings, rotations through centers that go in a certain direction or in a certain order, or other design decisions.

Check equipment for accessibility - Investigate the equipment and materials in every center, station, and classroom work area to make certain that items are within reach and are operable by every student.

Use area district and state resources - Most school districts, and every state, will have resource personnel and materials, information, and other supports that will inform you about mobility issues and offer strategies and tips for shaping accessible environments. Ask your principal, special education department head or director, or the statewide parent clearinghouse in your state for contact information for those resources.

Times planned with choice of movement - Activities throughout the day might include a period with choices for movement, such as:

Running around the basketball court or track or gym

Taking materials to the office

Stretching or easy exercises at the desk

Jumping up and down

Playing sports

Physical education period

Choices like these give you with a chance to assess students' interests and to give them the opportunity to develop a life skill (e.g., making appropriate choices).
Transitions incorporate movement - Transition periods (typically five minutes) between subjects, activities, or periods offer students the chance to both physically and mentally adjust to a new experience. Particularly when students have been sitting for a long period, movement will be extremely helpful to plan as part of the transition. Some transitions, like clean-up from an art activity, already involve movement. Other examples that students might do include:

Stretching or certain arm movements while students are lined up to go elsewhere

Songs that involve physical movements

"Simon Says" games

Favorite animal imitations

More kinesthetic activities in lessons - All students benefit from increased kinesthetic involvement in activities. One way to get students moving might be as simple as asking them to stand up, squat, and bend as they complete part of an activity. More to the point, integrating kinesthetic elements into otherwise stationary tasks creates another modality to enhance learning. Examples include:

Working together to create a map or diorama across a table

Drawing, painting, cutting, coloring, and tracing

Responding physically (e.g., hand or arm signals, holding up response cards or flags, jumping up, stamping feet) instead of, or along with, verbal responses

Pass out materials - Assigning students to pass out materials might give those who really need it the opportunity to move.

Block out excessive distractions - There are any number of creative ways to help students to block out noise and visual distractions. Spreading open a manila folder at one's desk, creating a larger carrel to sit behind, using headphones, facing the wall, and sitting out in the hall to concentrate are just a few of the creative ways to eliminate distractions.

Remove excess materials or utensils - Most students with attention challenges will perform better if only the essential items for the task at hand are in front of them. Otherwise, extra items like scissors, miscellaneous papers, or markers may be more interesting than the target activity.

Prompt students privately to stay on task - You and the student might have a private system to help the student to focus on assigned work, such as a hand signal, a question, a mark on a chart, or a card placed on her or his desk.

Teach a self-monitoring strategy - A students' attention will always be better managed if he or she takes responsibility for staying focused. Typical self-monitoring strategies that you could help the student learn include:

A chart at the desk which she or he marks every time you (or a device) signals (e.g., checkmark for being on task, an "X" for not; coloring in the block for that period; drawing a happy face in the designated block)

Moving a small item (e.g., paper clips, buttons) from one collection or location to another at certain time intervals

Using headphones to listen to a pre-recorded tape of silence or music that has signal tones at specified intervals and then marking one's status (on- or off-task) when the tones occur

# data[].attributes.attachment_link.description
Now that Ms. Begay understands the learning process, she can better meet the needs of her students through instructional adaptations. Teachers often find it necessary to adapt their instruction for students with disabilities who are taught in the general education classroom if those students are to have full access to the general education curriculum.

# data[].attributes.body
Examples of adaptations include:

1. Breaking lessons into smaller chunks

2. Providing graphic organizers

3. Adjusting the pace of instruction

# data[].attributes.body
Adaptations involve altering teaching strategies, materials, or content to help students access learning, typically without changing the core objectives of the lesson.

# data[].attributes.body
Content:
Resource: Accommodations and Modifications
Summary: This article explains the difference between accommodations and modifications, and when to use each.
https://www.parentcenterhub.org/accommodations

HLP: Provide Scaffolded Supports
Summary: Adjust teaching to gradually increase difficulty while providing necessary support to ensure success.
https://highleveragepractices.org/

# data[].attributes.body
Examples of accommodations include:

1. Extended test-taking time

2. Use of a calculator during math tests

3. Providing verbal instructions instead of written ones

# data[].attributes.body
Accommodations are changes made to the teaching or testing environment, so that students with disabilities can access the same curriculum as their peers without altering the learning goals.

# data[].attributes.body
Resource: What Is Differentiated Instruction?
Summary: This guide helps educators understand how to implement differentiation in their classrooms.
https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

HLP: Flexible Grouping
Summary: This practice suggests grouping students in different ways based on their learning needs at the time.
https://highleveragepractices.org/

# data[].attributes.attachment_link.description
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

# data[].attributes.body
Examples of differentiation include:

1. Offering students choices in assignments

2. Grouping students based on skill level

3. Using visual aids and technology to support learning

# data[].attributes.body
Differentiation involves adapting teaching methods, materials, and assessments to accommodate the different learning styles, abilities, and needs of students. It ensures all students have access to the same curriculum at their own level of understanding.

# data[].attributes.body
Resource: Effective Interventions in Education
Summary: This article explores different intervention types and their impact on student achievement.
https://www.highspeedtraining.co.uk/hub/effective-interventions-in-education/

HLP: Provide Intensive Instruction
Summary: This practice focuses on providing students with tailored, concentrated teaching to address their learning gaps.
https://highleveragepractices.org/

# data[].attributes.body
Examples of interventions include:

1. Small group tutoring for reading improvement

2. Classroom behavior management strategies

3. Additional practice assignments to reinforce learning

# data[].attributes.body
Interventions refer to targeted strategies or actions used to support students who are struggling in specific areas, like behavior or academics. These actions aim to provide additional support, help students overcome difficulties, and improve learning outcomes.