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Interventions are special steps or actions teachers take to help students who are having trouble learning or behaving in class. These can be extra help, different ways of teaching, or one-on-one support. The goal is to help the student improve and do better in school.

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Accommodations are changes that help students learn the same content as others by giving them extra support, like more time on tests or sitting closer to the teacher. They don’t change what the student is learning, just how they learn it.

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Differentiation means changing how you teach to help all students learn in the best way for them. This could mean giving different types of work, using different ways to explain things, or letting students show what they know in different ways.

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Accommodations are usually provided to students who have disabilities recognized under the IDEA (Individuals with Disabilities Education Act) or Section 504 of the Rehabilitation Act.
These students may have:

    Specific learning disabilities (like dyslexia or dysgraphia)

    ADHD (Attention-Deficit/Hyperactivity Disorder)

    Autism Spectrum Disorder (ASD)

    Emotional or behavioral disorders

    Hearing, vision, or physical impairments

    Or other disabilities listed in the IDEA disability categories

Accommodations help these students access the general education curriculum without changing what is being taught.

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Differentiation can be used for all students, not just those with disabilities. It is especially helpful for:

    Students with IEPs or 504 Plans (like those under IDEA disability categories such as autism, ADHD, or specific learning disabilities like dyslexia), because they may need content presented in different ways to succeed.

    English Language Learners (ELLs) who might need support with language and vocabulary.

    Gifted and advanced students who may need more challenging materials.

    Struggling learners who need extra support or more time to understand concepts.

Differentiation helps meet the needs of each learner so that everyone has the best chance to succeed in the classroom

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Extra help for any student who is struggling. Used before testing for a disability.

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Extended Time on Tests
Allows students more time to complete assignments or exams to reduce pressure and support processing needs.

Preferential Seating
Seating the student near the teacher or away from distractions to help with focus and engagement.

Audio Versions of Textbooks
Students can listen to content instead of reading, which helps those with reading or vision difficulties.

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Flexible Grouping – Students work in different groups based on their skill level or interests. This allows them to learn with peers at a similar level or to support one another.

Choice Boards – Students pick how they want to show what they’ve learned (e.g., write a story, draw a comic, make a video), giving them voice and ownership in learning.

Tiered Assignments – The teacher gives different versions of an assignment with varying levels of difficulty to match students’ readiness while keeping the learning goal the same.

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Small Group Instruction – Teaching a few students together who need extra help with a skill like reading or math.

Behavior Chart – Using a chart to track and encourage positive behavior throughout the day.

One-on-One Support – Giving a student personal help during independent work time to improve understanding.

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Title: Supports, Modifications, and Accommodations for StudentsDescription: This article from the Parent Center Hub explains the differences between accommodations, modifications, and supports, offering practical examples to help educators and families understand how to implement these strategies effectively. https://www.parentcenterhub.org/accommodations/

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Title: Differentiated Instruction: A Primer – Edutopia

Description: This article from Edutopia offers a clear and practical overview of differentiated instruction, including what it is, why it matters, and examples of how teachers can apply it in the classroom to meet diverse student needs.

Link: https://www.edutopia.org/article/differentiated-instruction-primer

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1. High Leverage Practice: Use Explicit Instruction 

Description: Explicit instruction involves teaching students using clear and direct methods. It includes breaking down tasks, modeling them, and providing guided practice, which can be particularly helpful for students who need accommodations for learning disabilities. It ensures that all students, including those who require accommodations, understand and practice the content in manageable steps. 

Link: Use Explicit Instruction – HLP 

2. Evidence-Based Practice: Assistive Technology 

Description: Assistive technology (AT) accommodations include tools such as text-to-speech software, screen readers, and word processors with spell-check to support students with disabilities. This EBPs help students complete tasks more independently and access the curriculum in ways that meet their individual needs. 

Link: Assistive Technology – The IRIS Center 

3. High Leverage Practice: Provide Opportunities for Student Engagement 

Description: This HLP encourages active participation by adapting instruction to meet students' needs. This includes offering different types of support and accommodations, such as hands-on activities or using visuals, to help students stay engaged in learning while also accommodating their learning preferences. 

Link: https://www.implementatinghlp.org/ 

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Title: Intervention CentralDescription: Intervention Central offers free tools and resources to help educators implement academic and behavioral interventions. It provides strategies for Response to Intervention (RTI), progress monitoring tools, and practical guides to support struggling learners.​Intervention Central, Link: https://www.interventioncentral.org/

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HLP #6: Use Student Assessment Data to Analyze Instructional Needs 

Summary: This practice involves using ongoing assessments to identify students’ strengths and challenges, and to inform targeted instruction and interventions. 
 Link: HLP #6 - CEEDAR Center 

 

HLP #16: Use Explicit Instruction 

Summary: Teachers provide clear, direct teaching of academic concepts and skills, which is especially effective for students who need additional support through interventions. 
 Link: HLP #16 - CEEDAR Center 

 

EBP: Positive Behavioral Interventions and Supports (PBIS) 

Summary: PBIS is a framework for teaching and supporting positive behavior in schools, helping reduce problem behaviors and improve school climate. 
 Link: PBIS.org 

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HLP 19: Use TechnologyUse tools and devices to help students learn in ways that work best for them. Visit https://highleveragepractices.org/hlp-19-use-assistive-and-instructional-technologies/ 

HLP 12: Plan with a Clear GoalDesign lessons with clear learning goals and flexible options to help all students succeed. Visit https://highleveragepractices.org/hlp-12-systematically-design-instruction-toward-a-specific-learning-goal/ 

EBP: Differentiated Instruction (IRIS Center)Learn how to meet different student needs using real examples and teaching tools. Visit https://iris.peabody.vanderbilt.edu/module/di/ 

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Adaptations are changes made to lessons or assignments to help students learn better. These changes might make the work easier or different to match the student's needs. 

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Adaptations are typically provided to students who need changes to the curriculum or learning environment to help them succeed. These students often have disabilities as defined by the IDEA Disability Categories, such as:

    Learning Disabilities (e.g., dyslexia, dyscalculia)

    Intellectual Disabilities

    Autism Spectrum Disorder (ASD)

    Speech or Language Impairments

    Other Health Impairments (e.g., ADHD)

Students with Specific Learning Disabilities (SLD), such as difficulties with reading, writing, or math, may also receive adaptations. These students might benefit from adaptations like simplified assignments, more time, or using assistive technology.

Adaptations are designed to help these students access the curriculum in ways that fit their needs, ensuring they can learn alongside their peers while receiving the necessary support.

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Modified Assignments: Reducing the length or complexity of assignments to match the student's abilities while still focusing on the same key concepts.

Flexible Timing: Allowing extra time for completing assignments or tests, helping students who need more time to process information or work through tasks.

Use of Assistive Technology: Providing tools such as speech-to-text software, audiobooks, or screen readers to help students with difficulties in reading or writing.

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Title: Supports, Modifications, and Accommodations for StudentsDescription: This article from the Center for Parent Information and Resources explains the differences between accommodations, modifications, and supports, offering practical examples to help educators and families understand how to implement these strategies effectively. Link: https://www.parentcenterhub.org/accommodations/

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Title: Providing Multiple Means of Representation 

Description: This evidence-based practice involves offering various ways to present information so all students, including those with disabilities, can access and understand it. It includes using different media, visual aids, and verbal instructions to adapt teaching methods. 
Link: https://www.cast.org/our-work/publications/2018/udl-guidelines-binder 

 

Title: Differentiated Instruction 

Description: Differentiated instruction is an approach where teachers modify content, processes, and products based on students' learning needs, ensuring that each learner has the opportunity to engage with the material in a way that works best for them. 
Link: https://www.edutopia.org/topic/differentiated-instruction 

 

Title: Explicit Instruction 

Description: Explicit instruction is a teaching strategy that includes clear, direct teaching of a concept or skill with systematic, step-by-step guidance, often used for students with disabilities. It ensures that adaptations are clearly communicated and accessible. 
Link: https://www.readingrockets.org/strategies/explicit_instruction 

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Modifications are changes made to what a student is expected to learn. This might mean simplifying tasks, changing the goals, or reducing the amount of work. Unlike accommodations, which help students access the regular curriculum, modifications change the actual content or expectations to fit the student's needs. These are usually for students who need more support in learning.

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Students with significant disabilities who can't meet grade-level standards, even with accommodations and adaptations.

Examples:

    Students with Intellectual Disabilities.

    Students with Severe Learning Disabilities.

    Students with Autism Spectrum Disorder (ASD).

Modifications adjust learning goals or content to meet the student's individual needs.

Decided by: Team discussions and the student's Individualized Education Program (IEP).

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Reduced Assignment Length: Students may be given shorter or fewer assignments to focus on key concepts.

Alternate Grading Criteria: A student may be graded on progress towards their individual goals rather than on standard grade-level expectations.

Simplified Curriculum: The content may be adjusted to match the student’s level, offering simpler tasks or easier vocabulary to ensure understanding.

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Title: Modifications for Students with IEPs

Description: This document offers examples of curriculum, assignment, and behavior modifications for students with Individualized Education Programs (IEPs), highlighting appropriate modifications and those that may be inappropriate. It emphasizes the importance of modifications in helping students participate meaningfully in the general education classroom.

Link: https://peatc.org/wp-content/uploads/2021/05/Modifications-for-Students-with-IEPs-Resource-Document.pdf

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1. High Leverage Practice: Use of Multiple Modalities for Learning 

Website Link: National Center on Intensive Intervention: https://www.intensiveintervention.org/ 

 

2. High Leverage Practice: Providing Scaffolded Supports 

Website Link: Council for Exceptional Children (CEC): https://exceptionalchildren.org/ 

 

3. Evidence-Based Practice: Universal Design for Learning (UDL) 

Website Link: CAST – Universal Design for Learning: https://www.cast.org/ 

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Specially Designed Instruction (SDI) is teaching that is specifically planned to meet the unique needs of students with disabilities. It involves changing how lessons are taught, what materials are used, or how students are assessed to help them learn and succeed. The goal is to help these students access the same education as others by making adjustments based on their individual needs, which are outlined in their Individualized Education Program (IEP).

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Who Gets Specially Designed Instruction (SDI)?

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Who Gets Specially Designed Instruction (SDI)?

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Specially Designed Instruction (SDI) is provided to students who have disabilities, as outlined in the Individuals with Disabilities Education Act (IDEA). These students may have a variety of disabilities, including but not limited to: 

    Specific Learning Disabilities (SLD)  

    Autism Spectrum Disorder (ASD)  

    Intellectual Disabilities (ID)  

    Other Health Impairments (OHI)  

    Emotional Disturbance (ED)  

    Speech or Language Impairments (SLI)  

    Traumatic Brain Injury (TBI)  

    Deafness or Hearing Impairments  

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Modified Reading Strategies – Use phonics instruction or text-to-speech tools for students with reading difficulties.

Visual Supports – Provide graphic organizers or visual schedules for students with Autism Spectrum Disorder (ASD).

Reduced Workload and Extra Time – Break down tasks and give extra time for students with Emotional Disturbance (ED).

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Title: Specially Designed Instruction: A Resource for Teachers
Summary: This article from the IRIS Center explains what SDI is, who it supports, and how teachers can implement it in inclusive classrooms. It includes practical tips and examples for meeting the needs of students with disabilities.
Link: https://iris.peabody.vanderbilt.edu/module/sdi/

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1. HLP #16 – Use Explicit Instruction

Summary: This HLP involves modeling skills, using clear language, frequent checks for understanding, and scaffolded practice. It's essential for SDI because it helps break learning into manageable steps for students with disabilities.
Link: https://highleveragepractices.org/701-2/
2. HLP #12 – Systematically Design Instruction Toward a Specific Learning Goal

Summary: Teachers use student data to create targeted learning objectives and align instruction to support mastery. This ensures SDI aligns with IEP goals and supports academic growth.
Link: https://highleveragepractices.org/hlp12/
3. EBP – Visual Supports

Summary: Visual supports like charts, schedules, and graphic organizers help students with disabilities process and retain information. These tools are effective within SDI to promote independence and understanding.
Link: https://autismpdc.fpg.unc.edu/evidence-based-practices