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Specific actions or strategies taken to help students with disabilities which can include special teaching methods, changes to assignments, and support for any behavior issues. This can apply to students with autism spectrum disorder, intellectual disabilities, emotional and behavioral disorders, and student with speech or language impairments.

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1. Behavior Analysis - These plans outline specific strategies to help students manage their behavior such as a student might receive positive reinforcement for following classroom rules.

2. Cooperative Learning - This is an instructional strategy where students work together in small groups to achieve a common goal while allowing for more personalized attention and support with other students who have similar needs.

3. Multi-Sensory Strategy - This approach engages more than one sense at a time to enhance learning while helping them process and retain information better. For instance, using tools like speech-to-text software or audiobooks. (Reasearch-Based..., 2005)

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A good resource that provides evidence-based interventions specifically designed for children with disabilities. This website focuses on offering a variety of educational tools and strategies to support learning and development. It emphasizes the importance of tailored interventions that cater to each child's unique needs, utilizing research-backed methods to enhance educational outcomes. Additionally, the site often includes resources for educators and parents, such as instructional materials, training programs, and guidance on implementing effective practices in both home and school settings.

https://www.waterford.org/wp-content/uploads/2018/02/Evidence-Based-Interventions-for-Children-with-Disabilities.pdf

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https://highleveragepractices.org/implementation-resources

This site focuses on HLPs that are effective in supporting the education of students with disabilities by providing a comprehensive framework for educators, outlining specific practices that have been shown to improve student outcomes. The site includes detailed descriptions of each high-leverage practice, examples of implementation, and resources for teachers to enhance their instructional strategies.

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View resources to help implement High-Leverage Practices.

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Process of tailoring instruction to meet the diverse needs of students with different abilities, learning styles, and interests. It involves modifying content, processes, products, and learning environments to ensure that all students can access the curriculum and engage in meaningful learning experiences. This can apply to students with English language learners, students with disabilities, struggling learners, and students who are gifted.

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1. Flexible Grouping: Teachers can group students based on their skill levels, interests, and requirements into small group. For instance, a teacher might create small groups for reading where advanced readers work on texts while struggling readers focus on skills with more support.

2. Tiered Assignments: Assignments can be adjusted based on students’ readiness and abilities. For example, in a science class, some students might conduct a simple experiment, while others design a more complex investigation that requires critical thinking.

3. Instructional Strategies: A teacher might use a mix of direct instruction, hands-on activities, graphic organizers, charts and technology to cater to different learning styles. For example, teaching a math concept, the teacher could use manipulatives for tactile learners, visual aids for visual learners, and verbal explanations for auditory learners. (Hanson, 2023)

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It recognizes that every student has different skills, learning preferences, and interests, so a one-size-fits-all approach doesn't work for everyone. This is especially important for students with challenges like ADHD, autism, or dyslexia. This approach aims to improve engagement and ensure that all students can succeed in their educational journey.

https://special-education-journey.com/differentiated-instruction-special-education/

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Differentiated Instruction in Special Ed: Strategies & Tips

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Master differentiated instruction techniques in special education to meet every student’s unique learning needs and goals.

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Evidence-based practices for differentiated instruction involve using proven strategies to help all students learn better. These include checking students' understanding regularly, grouping them in different ways for teamwork, and giving extra support based on their individual needs. By using these methods, teachers can create a classroom where everyone feels included and engaged.

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Lilian Katz, Professor Emeritus, College of Education, University of Illinois at Urbana-Champaign

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IRIS | Page 1: Defining Differentiated Instruction

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Mr. Shelton learns that differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based. These evidence-based strategies include:

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This refers to changes that are made to help students with disabilities learn better. This could mean giving extra time on tests, using special tools, or changing how assignments are given. The main goal is to make sure all students have a fair chance to be successful in school. The students this typically apply to are those with ADHD, on the autism spectrum, or a student with physical disabilities.

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1. Extra Time on Tests: Students will be allowed additional time to complete tests or assignments to reduce pressure and help them perform better.

2. Modified Assignments: Teachers might change the format or length of assignments, such as providing shorter reading passages or allowing oral presentations instead of written reports.

3. Preferential Seating: Placing a student in a location that minimizes distractions, such as near the teacher or away from windows, can help them focus better during lessons. (Special, 2024)

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Accommodations in special education are designed to help students with disabilities demonstrate their knowledge on assessments without interference from their disabilities, ensuring they have a fair chance compared to their non-disabled peers. Choosing the right accommodations involves teamwork between the special education staff and the student to make sure they help the student do their best. It’s important for everyone to understand the rules and how to work together in this process.

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Accommodation in Special Education - 5 Ways to Help Students Succeed - Your Therapy Source

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When is comes to providing an accommodation in special education it can get confusing. To begin with, it is important to understand exactly what is an accommodation.

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The Accommodations and Interventions Bank is a resource designed to help parents and teachers find practical ideas to support struggling students. It focuses on providing specific strategies rather than vague plans, covering areas like academic support, sensory tools, and behavior interventions. The target is to eliminate guesswork in helping students succeed, making it easier to help support to individual needs. It is a valuable starting point for anyone navigating IEP meetings or trying to understand student challenges.

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Welcome to the Accommodations and Interventions Bank.

This resource was built with one purpose: to help you find actual, usable ideas that support struggling students. Whether you're a parent trying to figure out what to ask for, or a teacher trying to better meet a student's needs-it's all here.

Let's face it-figuring out what helps a student succeed shouldn't feel like solving a mystery. But too often, people are told what can't be done, or they're handed a one-size-fits-none IEP or 504 plan with vague, recycled language. And that's not helping anyone.

This Bank was created to take the guesswork out of that. It's full of specific ideas-things that can actually be put into action in a classroom, or written clearly into a plan. Academic supports, sensory tools, executive functioning strategies, behavior interventions, and more. Not fluff. Not filler. Just solid options that can be tailored to fit the kid in front of you.

Whether you're here after a rough IEP meeting, in prep mode for one, or just trying to figure out why a student is still struggling-this is your starting point.

So dig in. Try stuff. Revisit often. The right supports are out there.

Accommodations and Interventions Ideas

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Accommodations and Interventions Bank for IEPs and 504 Plans

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A comprehensive, no-fluff resource for parents and teachers looking for real, actionable IEP and 504 accommodations and interventions. Specific strategies that actually work-in the classroom and at home.

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Changes made to the curriculum, the instructions, or the assessment methods to meet the individual needs of the students with disabilities. This applies to students with behavioral disorders, on the autism spectrum, and students with physical disabilities.

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1. Modified Assignments: Simplifying tasks or breaking them into smaller steps to make them more manageable for students with learning disabilities.

2. Alternative Assessment: Implementing visual schedules or graphic organizers to help students understand and organize information better.

3. Reducing Content: Giving fewer tasks or questions to complete, which helps the student focus on quality rather than quantity. (Special, 2024)

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This post is all about using a Universal Design for Learning (UDL) approach to help all students succeed in the classroom. It highlights five strategies for adapting instruction, making it more inclusive for students with and without disabilities. The goal is to customize activities so that everyone can participate and show their understanding of the material.

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action:

"An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively. It shows students that everyone is different, everyone has strengths, and everyone has needs, and that is okay. It shows students there are multiple ways to be successful, multiple ways to solve problems, and multiple ways to learn from mistakes."

Part of teaching and planning with a UDL lens is recognizing what each of your learners needs to be successful. That means adapting and customizing aspects of your activities and lessons-and offering multiple ways for students to learn and show what they know.

Today's post brings you five approaches for adapting instruction in your inclusive classroom, so students with and without disabilities can participate and learn academic content. Adapted from Rachel Janney & Martha Snell's practical guide to these strategies can be used in any combination to best meet the needs of your individual learners. Try these in your classroom, and let us know which adaptations have worked best for your students!

Alter the instructional arrangement

Groups of the same size don't always work for all students. Keep an eye on what types of arrangements different learners respond to best. Here are some options for adapting the arrangement of students during classtime:

Let your student work in a group of three when most of her classmates work in groups of four or five.

Have your student team up with a peer partner when most of his classmates are working individually.

Add variety to small-group work: when most classmates are working in student-directed small groups, have the student and a few selected classmates work in a small group that you sit with and help support.

Alter the physical or social environment

A student's surroundings can have a huge impact on how he or she learns. Be mindful of and responsive to students with sensory and attention issues, and make changes to the learning environment to meet their needs. Some examples:

Give your student the choice to sit at a table instead of a desk (or vice versa).

Get your student a larger (or smaller) desk, depending on her preference.

Let students with sound sensitivities work in a particular part of the classroom, such as a "quiet space" or study carrel.

Give easily distracted students the option of sitting at a desk closer to the board. You could even arrange for the student to complete certain tasks in another part of the school campus, such as the media center or outdoors.

Alter your methods and materials

Multiple means of engagement and representation are two pillars of the UDL framework. When you teach a new lesson, offer your learners many different ways to engage with and absorb the content. For example:

Incorporate more visuals to present content in different ways, such as maps, pictures, drawings, objects, or videos.

Use graphic organizers to arrange key points in a way students can easily grasp.

Provide additional models or demonstrations for students who need extra support during the lesson.

Select concrete materials instead of symbolic representations, or illustrate symbolic representations with concrete examples.

Make the most of whatever technology is available to you-enhance your lesson with whiteboards, streaming videos, or remote clickers.

Check for understanding more frequently, using methods that require active responses from your students. For example, try asking questions about the lesson material and have your class vote on the answers.

Provide students with differentiated reading material based on their reading level and/or interests.

Make content easier to learn by giving your student enhanced texts in which key parts are highlighted, pictures or symbols are added, and/or text is enlarged.

Alter the process or task

For some learners, you may want to modify or reduce the requirements of assignments. And be sure to give all your learners multiple means of action and expression (the third pillar of the UDL framework). Let them show what they know in a variety of innovative ways, depending on how they best express themselves. Some examples:

Have your student follow written, pictorial, or audio-recorded task steps instead of giving them oral instructions.

Modify essay assignments-instead of writing an essay, your student could demonstrate understanding of the content by completing a chart, developing a text-to-speech presentation, or creating an outline.

Reduce the number of items students are expected to complete. For example, your student can receive the same math worksheet as the rest of the class, but you can ask him to complete only the odd-numbered items.

Give your student the option of using the same materials as the rest of the class, but in a different way. On a math worksheet, she could locate and mark certain numerals instead of completing problems.

Suggest note-taking helpmates such as guided notes or a slot-note note format, so students can more easily record and recall key information.

Allow for more creative ways for students to show what they know. Artistic students might build a model, create a poster, or draw a map a in place of a written assignment.

Alter the level of personal assistance

For learners who need extra support with some tasks, enlist helpers such as peers, a special educator, or a paraprofessional. They can provide assistance in a variety of ways, depending on the learner's needs:

Have the helper model the steps of a task before the student performs them on her own.

Encourage helpers to provide additional prompts (verbal, gestural, or partial physical) when students need them.

Assign the helper to complete some of the task steps with or for the student.

Ask the helper to give the student immediate feedback and additional encouragement to reinforce successes.

What are your favorite strategies for adapting materials, tasks, assignments, and the learning environment? Share your ideas in the comments below!

For more guidance on check out the book (free excerpt at the link!)

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5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action: "An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively.

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Adaptations involve customizing teaching methods to fit each student's unique needs. This can include using visual aids or hands-on activities to help them understand better. Regular assessments help educators adjust their strategies based on student progress. Collaboration among teachers, parents, and specialists ensures that everyone is working together to support each student's learning.

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Changes made to the curriculum or learning environment to accommodate a student's individual needs. These changes can include altering the content, the way it's delivered, or the expected outcomes for the student. Modifications are typically more significant than accommodations, which might just provide support without changing the actual learning goals. This can apply to students with ADHD, dyslexia, and students with autism.

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1. Curriculum Content Modification: For a student with a learning disability, a teacher might simplify the reading material by providing a shorter text that covers the same concepts, allowing the student to grasp the essential information without being overwhelmed.

2. Pacing Modification: A student who struggles with processing speed might be given extra time to complete assignments or tests, allowing them to work at a pace that is comfortable for them without the pressure of a strict time limit.

3. Instructional Method Modification: A teacher might use visual aids, hands-on activities, or technology to present information in various ways, catering to different learning styles and helping students better understand the material. (Special, 2024)

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Modifying the classroom environment and curriculum is key to making sure every student feels included and challenged. It's great that there are resources available for specific needs like bilingual education, Autism, and ADD/ADHD. Plus, having guidance on IEPs can really make a difference in creating an inclusive atmosphere.

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1. Teaching strategies

2. Adaptations modifications students special needs

We found 33 items

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

Browse Latest Resources

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Adaptations & Modifications for Students with Special Needs

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ADVERTISEMENT | REMOVE ADS Teaching strategies Adaptations modifications students special needs We found 33 items These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class.

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In special education, evidence-based practices (EBPs) are vital strategies backed by high-quality research that improve educational outcomes for students with disabilities. These practices provide tailored interventions for diverse learning needs, ensuring effective educational experiences. By focusing on scientifically validated methods, EBPs help enhance both academic skills and social interactions, promoting a structured approach to teaching.

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Implementing Evidence Based Practices in Special Education - Magrid

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Implement evidence based practices in special education to ensure effective learning strategies and interventions for diverse student needs.

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Tailored teaching strategies and methods specifically created to meet the unique needs of students with disabilities. This approach involves modifying the content, teaching techniques, or delivery methods to ensure that students can access and engage with the curriculum effectively. SDI may include individualized instruction, adaptive materials, and specialized support that address each student's specific learning challenges. This applies to students with various disabilities but especially students who may face challenges in areas of reading, writing, social skills, and communication.

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1. Speech & Language Therapy - Incorporating therapies like speech or occupational therapy into the school day to support a student's overall development alongside their academic learning.

2. Vocational Education - Vocational education programs typically include practical, hands-on training in various fields such as carpentry, plumbing, automotive repair, culinary arts, and healthcare.

3. Occupational Therapy - Occupational therapists work with students to enhance fine motor skills, which are essential for tasks like writing, using scissors, or manipulating small objects. (Cleaver, 2023)

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Diving into special education introduces the concept of "specially designed instruction" (SDI), which is essential for tailoring education to meet the unique needs of each student. Unlike a one-size-fits-all approach, SDI serves as a customized roadmap that leverages a child's strengths while addressing learning gaps through adaptations in curriculum and instructional strategies. Implementing SDI can significantly enhance skills like reading, writing, and problem-solving, with improvements ranging from 35% to 55%.

https://special-education-journey.com/unlocking-potential-understanding-specially-designed-instruction-in-special-education/

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This program was developed to address the shortage of educational options for higher-functioning school-age children with autism spectrum disorder (ASD). It aims to prevent inappropriate placements and lack of support, which can lead to poor educational experiences. Using a positive behavior support approach, the program focuses on common challenges faced by children with ASD, such as sensory functioning, social skills, self-regulation, anxiety management, and cognitive issues.

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Research-Based Interventions and Practices in Special Education: A Parent’s Guide for Understanding Information and Questions to Ask at IEP Team Meetings 2005. (n.d.). https://files.eric.ed.gov/fulltext/ED498501.pdf

Hanson, J. (2023, January 23). Differentiation in Special Ed: Strategies for Teachers. Special Education Journey. https://special-education-journey.com/differentiation-special-education/

Special, in. (2024, January 17). BEHIND BEHAVIORS. BEHIND BEHAVIORS. https://behindbehaviors.com/blog/understanding-accommodations-versus-modifications-in-special-education-a-clear-explanation

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Cleaver, S. (2023, April 10). What Is Specially Designed Instruction? We Are Teachers. https://www.weareteachers.com/specially-designed-instruction/

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