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Tier 2 and 3 of MTSS, PBIS, Robust Vocabulary Intervention (Duff, 2019), tutoring, small group push in and pull out. 

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HLP12 Systematically Designs Instruction toward a specific learning goal. With intervention, we are trying to bring the student up to the same level as their peers with supplemental instruction and practice.                                     Highleveragepractices. High Level Practices in Special Education. (n.d.). https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf 

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Article describing the impacts of the pandemic on academics and the interventions that are being used to help bring students back to grade level. Impacts of academic recovery interventions on student ... (n.d.). https://files.eric.ed.gov/fulltext/ED662872.pdf         

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Students who may benefit from intervention are those who are dual language learners, learning delayed or and processing disabilities such as Dyslexia, Dysgraphia, Dyslexia. 

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Interventions are strategies used to help a student who may have fallen behind in a subject area by supplementing instruction they have already received with the goal of bringing the student back to the same level as their peers. 

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Students can be provided visual and written instructions, open flexible seating can be provided so students can choose where to sit based on their needs, noise canceling headphones can be provided, lighting can be adjusted. 

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HLP 17 Uses flexible grouping. Grouping students together for either instruction, assignments or peer tutoring can be used in differentiating classrooms, either grouping students together who may be on the same level, understanding, or having students learn from and help each other.    https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf 

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Published in 2014, The Differentiated Classroom: Responding to the Needs of All Learners is a helpful guide that gives insight as to how to service the needs of individual students in both the elementary and secondary classroom.                                              https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgvr&AN=edsgcl.6158600010&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 

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Students who may benefit from differentiated instruction might be students with Auditory Processing Disorder, or Visual Perceptual/ Motor Deficit. 

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Changing instruction, materials and environment to meet the needs of all students in a given classroom.

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Students may be provided physical accommodations such as sitting closer to the board, academic accommodation such as typing a report rather than giving it verbally or having test questions read to them. They are still being given access to the classroom, allowed to demonstrate knowledge, and be evaluated with the same learning targets as their peers in mind.

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HLP 19 use assistive and instructional technologies. Using assistive technology can give students with disabilities more freedom to reach their learning targets in different ways.                                                    https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf 

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The National Center on Educational Outcomes highlights other educators who give thier observations as to what accommodation provides for various students.                                                          National Center on Educational Outcomes, University of Minnesota, I. on C. I., Minnesota Department of Education, Albus, D. A., Thurlow, M. L., Larson, E. D., Liu, K. K., & Lazarus, S. S. (2019). Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations. In National Center on Educational Outcomes. 

https://files.eric.ed.gov/fulltext/ED597298.pdf 

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All students with disabilities would benefit from accommodations. The type of accommodation is specific to the particular student and their disabilities. 

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Changing the path a student gets to the same learning target as their peers. They still meet the expectations set in the general education setting, but the path meeting that expectation may look different than their peers. 

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Reducing lighting, using different deliveries of content and instruction, are examples of accommodations that could potentially benefit everyone. 

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HLP Scaffolding is placing supports in a classroom, intense verbal, visual and written support, then withdrawing that support slowly as students' skills develop. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf 

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Bradshaw and Kush provide a checklist of things that could be done to adapt the classroom to specific needs and how to see what is working in accordance to student needs.                                    C. P. Bradshaw, & J. M. Kush. (2020). Teacher Observation of Classroom Adaptation-Checklist: Measuring Children’s Social, Emotional, and Behavioral Functioning. In Grantee Submission. https://doi-org.lopes.idm.oclc.org/10.1093/cs/cdz022 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED650779&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 

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All students, with and without disabilities can benefit from adaptations, specific to their own learning styles and needs. Adaptation is not exclusive. Such as a ramp to a building, everyone can use it. 

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Adaptation is the act of changing instruction, environment and evaluation to make sure students with disabilities have equal access to lean. Adaptation can be either providing accommodation or modification

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Students who need modification may suffer from memory, speech, motor and comprehension issues. Reducing the number of questions in an assignment, assigning a lower-level book, or completing a series of worksheets in place of a long-term project are examples of modification (IRIS Center, n.d).

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HLP14 teaching cognitive and metacognitive strategies to support learning and independence. When a student feels comfortable that they have mastered their subject and express that, be it verbally or non-verbally, the instructor can make decisions and help the student reach their current or new goals. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

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Differentiated Instruction for Students with SEN in Mainstream Classrooms gives different types of modification in a gen ed classroom.                                https://doi-org.lopes.idm.oclc.org/10.1080/02188791.2021.1984873

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Students with Traumatic Brain injuries, Specific Learning Disabilities, and Emotional Disturbance may benefit from Modification

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Changing of a student's goals in accordance with their abilities, possibly reducing expectations.

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Adaptation, the ability to change content, delivery of instruction, environment, or assessments. Accommodation, providing ways for students to achieve the targets set. Modification, changing the targets and expectations according to the abilities of the students. 

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Defining Specifically Designed Instruction reviews how SPED is used for those under IDEA and gives more strategies to create instruction that caters to students' unique needs.                                                 Rodgers, W. J., Weiss, M. P., & Ismail, H. A. (2021). Defining Specially Designed Instruction: A Systematic Literature Review. Learning Disabilities Research & Practice, 36(2), 96–109. https://doi-org.lopes.idm.oclc.org/10.1111/ldrp.12247 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1297398&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 

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All students within the qualifying disabilities category of the Individuals with Disabilities Education Act will receive Specially Designed Instruction at no cost to the parents (Sec. 300.39 special education, 2017)

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Adapting, accommodating, and modifying as appropriate according to the unique needs of students making sure they have as much access to education as students without disabilities. 