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Definition: teaching strategies used to help students understand the material they are struggling with, such as reading, math, science, or behavior.

Who it applies to: Students who demonstrate signs of academic or behavior challenges. It also includes students with specific learning disabilities (SLD), ADHD, or emotional disturbances.

Example: Small group reading instructions with phonics, behavior charts to track and reward positive behavior actions, or math fluency practice with timed sessions.

Resource Summary: Explains academic and behavioral interventions, including Response to Intervention (RTI) tiers and strategies for struggling learners.

HLP/EBP: HLP #15 – Provide Scaffolded Supports

Teachers use temporary supports to help students master tasks they cannot yet do independently.

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Definition: changing how lessons are taught to meet the different learning needs of all students.

Who is applies to: All students, including students with disabilities and GT.

Examples: giving visual aids for visual learners, offering choices in how students demonstrate their understanding of the material (writing, typing, speaking, drawing) and using different level reading materials.

Resource Summary: This resource offers strategies for tailoring instruction to meet diverse student needs in special education settings.

HLP/EBP: HLP #19 – Use Assistive and Instructional Technology

Teachers use tools like audiobooks or speech-to-text software to support differentiated learning.

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Definition: changes in how students learn or show what they have learned without changing the learning goal.

Who it applies to: Students with disabilities under IDEA, or Section 504. This includes students with dyslexia, ADHD, or physical impairments.

Examples: extended time on tests, preferential seating, using a calculator for math

Resource Summary: This resource explains types of accommodations and how they help students access learning without changing expectations.

HLP/EBP: HLP #13 – Adapt Curriculum Tasks and Materials

Teachers adjust materials to make them accessible while keeping learning goals the same.

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Definition: changes to instruction or material that help students access learning, this includes both accommodations and modifications.

Who it applies to: Students with disabilities who need support to participate in general education. This includes those with physical, or cognitive challenges.

Examples: enlarged print for visually impaired students, visual schedules for students with autism, and audio version of textbooks for students who are blind.

Resource Summary: Clarifies the differences between adaptations, accommodations, and modifications in IEPs.

HLP/EBP: HLP #16 – Use Explicit Instruction

Teachers use clear, direct teaching methods that can be adapted for different learners.

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Definition: changes to what a student is expected to learn, this may mean to lower the difficulty or amount of work.

Who it applies to: Students with cognitive disabilities or students who cannot meet grade-level standards even with accommodations.

Examples: Shortened assignments, simplified vocabulary, and alternative grading scale

Resource Summary: This resource explains how modifications change learning expectations and when they are appropriate.

HLP/EBP: HLP #14 – Teach Cognitive and Metacognitive Strategies

Helps students learn how to think about their learning, which can be modified for different ability levels.

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Definition: SDI is instruction that is customized to meet the unique needs of a student with a disability, as outlined in their IEP.

Who It Applies To: Students who qualify for special education services under IDEA and have an IEP.

Examples

One-on-one phonics instruction for a student with dyslexia, using manipulatives to teach math to a student with an intellectual disability, and teaching social skills through role-play for a student with autism

Resource Summary: Defines SDI and explains how it adapts content, methods, and delivery to meet IEP goals.

HLP/EBP: HLP #12 – Systematically Design Instruction Teachers plan lessons based on student data and IEP goals to ensure effective SDI.

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