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Important terms, words and ideas used in teaching to help students learn better. They describe different ways teachers can teach, assess, and support students based on their needs. 

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            Specially Designed Instruction (SDI)

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            Specially Designed Instruction (SDI)

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SDI provides a variety of domains (i.e. academic, behavioral, social, etc.).

Definition: SDI is teaching that is specially planned to help students with disabilities succeed in school.

Who It Helps: SDI is only for students with IEPs (Individualized Education Programs) under IDEA. It gives them learning support that meets their needs.

Examples:

1. Teaching phonics in a special way to help a student with dyslexia learn to read.

2. Using hands-on objects to help a student understand math.

3. Giving a student a picture schedule to help with transitions.

Link

https://iriscenterdev.wpengine.com/resources/high-leverage-practices/

The link provides a resource essential teaching strategies that have been proven to be effective in improving student outcomes. Helping educators support diverse learners by focusing on assessment, instruction, and intervention methods that enhance learning experiences for all students.

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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.

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Checklist that every teacher should keep in mind when using modifications.

Definition: Modifications change the difficulty of schoolwork so students can learn at their own level.

Who It Helps: Modifications are for students with significant disabilities who need a different learning plan.

Examples:

1. Reducing the number of math problems a student must do.

2. Giving a student a book at a lower reading level.

3. Letting a student answer multiple-choice questions instead of writing an essay.

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EBPs: This article reviews existing research and introduces the PEACI curriculum modification model, which expands current strategies by incorporating both external and internal modifications to better enhance learning in inclusive settings.

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Accommodations and Modifications Checklist: 10 Things to Keep in Mind

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Developing an inclusive accommodations and medications checklist helps teachers to support diverse students. Here are 10 tips to keep in mind.

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This page explains the different supports and how they help meet students' individual needs.

Definition: Adaptations are small changes to teaching materials or lessons to make learning easier without changing what is being taught.

Who It Helps: Adaptations help students with disabilities, English learners, and those who need extra support to understand lessons.

Examples:

1. Using simpler words in a reading passage while keeping the main idea the same.

2. Adding pictures to help students understand directions.

3. Letting students give answers verbally instead of writing them down.

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EBPs: This book helps special and inclusive education teachers adapt their teaching for students with different learning needs, including English language learners. It offers practical strategies for modifying lessons, managing behavior, and developing IEPs to support students who need accommodations.

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For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

A Quick Look at Terminology

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don't you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Different Types of Supports

Special Education

By definition, special education is "specially designed instruction" (§300.39). And IDEA defines that term as follows:
(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-(i) To address the unique needs of the child that result from the child's disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]
Thus, special education involves adapting the "content, methodology, or delivery of instruction." In fact, the special education field can take pride in the knowledge base and expertise it's developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It's a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

what a child is taught, and/or

how a child works at school.

For example:
Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.

Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

Jack will have test questions read/explained to him, when he asks.

Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

Setting. For example,

working in a small group

working one-on-one with the teacher

Materials. For example,

providing audiotaped lectures or books

giving copies of teacher's lecture notes

using large print books, Braille, or books on CD (digital text)

Instruction. For example,

reducing the difficulty of assignments

reducing the reading level

using a student/peer tutor

Student Response. For example,

allowing answers to be given orally or dictated

using a word processor for written work

using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it's equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA's definition of related services at §300.34 and it's clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children's special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we're exploring. That definition begins:
§300.34 Related services. (a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes...
Here's the list of related services in the law:

speech-language pathology and audiology services

interpreting services

psychological services

physical and occupational therapy

recreation, including therapeutic recreation

early identification and assessment of disabilities in children

counseling services, including rehabilitation counseling

orientation and mobility services

medical services for diagnostic or evaluation purposes

school health services and school nurse services

social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child's IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and services in IDEA, are:

adapted equipment-such as a special seat or a cut-out cup for drinking;

assistive technology-such as a word processor, special software, or a communication system;

training for staff, student, and/or parents;

peer tutors;

a one-on-one aide;

adapted materials-such as books on tape, large print, or highlighted notes; and

collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child's needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child's needs,

getting help from another staff member or administrative person,

having an aide in the classroom, or

getting special equipment or teaching materials.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child's IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

an explanation of why that test is not suitable for the child, and

how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

[rescue_box color="green" text_align="left" width="100%" float="none"]The next article in our look at Children & Young Adults focuses on Addressing Behavior Issues >>[/rescue_box]

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Supports, Modifications, and Accommodations for Students

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For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.

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A checklist of accommodations ensures consistency, accountability, and efficiency by helping educators apply and track necessary supports for students.

Definition: Accommodations are changes that help students learn the same material as others but in a way that works better for them.

Who It Helps: Accommodations are for students with disabilities, 504 plans, or temporary challenges.

Examples:

1. Extra time on tests for students who need more processing time.

2. Audiobooks for students who have trouble reading.

3. A quiet room for students who get distracted easily.

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EBPs: Real-world experiences of students with disabilities in general education classrooms, focusing on the use of accommodations and modifications and the challenges in connecting Individualized Education Programs (IEPs) with curriculum and instruction (Fisher, 2001).

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Riddles can be a great way to differentiate because they naturally encourage critical thinking, problem-solving, and engagement.

Definition: Differentiation means changing the way lessons are taught so all students can learn in a way that works for them.

Who It Helps: Differentiation helps all students, including those who are gifted, have disabilities, or are learning English.

Examples:

1. Letting students choose how to show what they know (writing, speaking, or making a project).

2. Giving different reading levels to different students.

3. Offering easier or harder math problems based on a student’s skill level.

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EBPs: This book provides strategies for creating inclusive classrooms where students with different abilities can thrive, offering frameworks for planning instruction, content, and learning environments to support diverse learners. Including detailed examples of how to apply differentiated instruction in various subjects and grade levels.

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77 Awesome Riddles for Kids [With Answers]

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Many of us can agree: the triumph that comes with solving a tough riddle is a feeling like no other. And chances are, your child will love riddles too! There are plenty of reasons to introduce riddles to your child. Riddles are a great way to stimulate children's minds.

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Diagnostics used to assess a student's needs and identify areas requiring support and interventions.

Definition: Interventions are extra help given to students who struggle with certain skills or subjects. These are planned strategies that help students catch up and succeed.

Who It Helps: Interventions support students who are behind in learning or have trouble with behavior. They are often used for students with learning disabilities or those needing extra support in school.

Examples:

1. Small reading groups for students who have trouble with reading.

2. Reward charts to help students stay on task.

3. Extra practice with math problems for students who need more time to learn.

Link

https://sites.ed.gov/idea/files/07-0021.RTI_-1.pdf

EBPs: Response to Intervention (RTI) a system that helps students who are struggling in school. It is also intended to help improve the overall quality of instructional offerings in schools (Mellard & Johnson, 2008). The link provides helpful questions and answers about Response to Intervention (RTI), explaining how it works and how it supports students who need extra help.

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Administrators can create custom assessment windows to measure students' knowledge levels, better informing high-level decision-making. Plus, teachers can get reliable insights between those assessment windows in just 10 minutes a week.

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Administrators can create custom assessment windows to measure students' knowledge levels, better informing high-level decision-making. Plus, teachers can get reliable insights between those assessment windows in just 10 minutes a week.