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Differentiation strategies for special education

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Interventions help children improve and reach their goals by targeting problem areas. The teacher decides if the child needs hands-on instruction or teaching strategy changes to support this. The plan is tailored to the child's academic and behavioral needs and tracked regularly to determine growth and success. Intervention differs from general support because teachers must plan intentionally.

Who it applies to: Interventions applies to ALL students, no matter their ability because the goal is to help any child who’s struggling.

Three Examples (Mastropieri et al., 2024)

1. Using model-lead-test instruction: teacher shows the skill, guides the student, then checks understanding

2. Immediate feedback during guided practice to help students improve in the moment

3. Tracking progress and adapting instruction to student needs with RTI (Response to Intervention)

Additional Resource: The article titled "Academic Interventions" from EBSCO Research Starters explains how schools support students who are at risk of academic failure due to challenges like behavior, attendance, or lack of motivation. It describes different types of interventions designed to help all learners, including those with exceptionalities and how to apply them. Read the rest at Academic Interventions | Research Starters | EBSCO Research

HLP3: Collaborate with families to support student learning and secure needed services is a practice that focuses on building close relationships with families to understand each child’s needs, strengths, goals, and growth. Teachers are expected to advocate for resources that support academic, behavioral, and social development, while ensuring families stay informed and actively involved in intervention decisions. #17129 CEC High-Leverage Practices

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Specially designed instruction teacher & student

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Differentiated instruction changes how the teacher teaches based on the needs of each child. This way, all of the students can meet the same learning goal in multiple ways. Flexible grouping is key in this approach, which means students are not placed in the same small group every time because they’re rotated in and out based on their abilities and the support needed for each activity or assignment.

Who it applies to: Every student, even those with IEPs or 504s, can benefit from differentiated instruction because it gives them more than one way to learn.

Three Examples (Hatfield, n.d.)

1. Exit tickets allow students to reflect in multiple ways, so teachers can use their replies to tailor lessons.

2. Open-ended questions help students write in their own words and make personal connections, which allows different ways for them to process and express what they learned based on their thinking style and readiness.

3. Games, role-play, and storytelling allow teachers to offer different approaches to learning that support students with different strengths and preferences.

Additional Resource: The article "Differentiated Instruction: What You Need to Know" from Understood.org explains what differentiated instruction is, how it works in classrooms, and how it supports students with different learning needs. It outlines how teachers can adjust content, process, product, and the learning environment to help all students reach the same goal. It also compares differentiation to other approaches. Read more at What is differentiated instruction?

High-Leverage Practice #17: Use Flexible Grouping: Teachers rotate student groups often to meet different learning goals. Sometimes students are grouped by similar skill levels, and other times they’re mixed. The teacher gives clear directions, so every group knows what to do and stays focus. HLP #17: Use Flexible Grouping | High-Leverage Practices

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Accommodations are changes to how a student learns without changing what they’re expected to learn. These supports help students reach the same learning goals as their peers by adjusting things like time, setting, or materials. They help students participate in learning in ways that work for them while still being held to the same standards.

Who it applies to: Accommodations are used to support any student who experiences a range of learning barriers, such as disabilities, learning differences, or language needs, without changing what they’re expected to learn.

Three Examples (Texas Project FIRST, n.d.)

1. Giving a student reading materials in Braille or large print so they can read more easily

2. Allowing extra time to finish assignments or tests so they can process information at their own pace

3. Setting up small desk spaces or study carrels with side panels or dividers to help students stay focused and block out distractions

Additional Resource: "Accommodations vs. Modifications: What’s the Difference?" is an article from Understood.org that explains the key differences between accommodations and modifications, including how each affects a student’s learning goals, classroom instruction, and testing. It offers clear examples and guidance for families navigating IEPs and 504 plans. Click here to read the rest. The difference between accommodations and modifications

HLP 19: Use Assistive and Instructional Technologies: This practice helps teachers understand how technology affects student performance in areas like academics, behavior, mobility, and communication. The video on the page shows how matching the right tools to each student’s needs can remove learning barriers and improve success. Watch the video at HLP #19: Use Assistive and Instructional Technologies | High-Leverage Practices

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Adaptations are changes in how a teacher teaches or delivers a lesson to help students with disabilities learn the same standards as their peers. They’re different from accommodations or modifications because they adjust the instruction, not the settings or expectations.

Who it applies to: Adaptations apply to students with disabilities who needs changes in instruction or support to meet their learning needs.

Three Examples

1. Wearing a microphone that connects to a student’s hearing aid to ensure the teacher’s voice is clear and able to reach them, even in noisy settings

2. Wearing a lanyard with visual symbols or emotion cards to support students with communication delays or autism, helping them express needs and understand transitions

3. Adjusting pacing to allow processing and response time so students can take in information and participate without feeling rushed or overwhelmed

Additional Resource: "5 Types of Instructional Adaptations for Your Inclusive Classroom" is an article from Brookes Publishing that shares simple ways teachers can adjust instruction to support different learning needs. It includes examples like changing group setups, using new materials, and making the classroom more accessible. Read more at 5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

HLP #13: Make Adaptations is a practice that guides teachers in changing learning activities and materials to support students with disabilities. It shows how these changes help meet specific learning goals and includes real classroom examples of effective adaptations. Watch the video explanation here HLP #13: Make Adaptations | High-Leverage Practices

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Modifications are changes to what a student is expected to learn by changing the learning goals or expectations so the student can work at a level that matches their abilities.

Who it applies to: Modifications apply to students who are way below grade level or their peers. This can apply to both special and general education.

Three examples

1. Answer different test questions

2. Complete different homework problems than peers

3. Get graded or assessed using a different standard than other students

Additional Resource: "Accommodations vs. modifications: What’s the difference?" for is an article from Understood.org that explains how modifications help students by changing what they learn. It also explains the difference between accommodation and modifications by sharing lots of examples to help reader better understand. Read about it here. The difference between accommodations and modifications

HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes: This practice encourages teachers to use data to set learning goals, adjust instruction, and make decisions that support student progress. This HLP aligns beautifully because it uses regular assessments and collaboration to match each student’s needs. You can find the entire summary by clicking the link, scroll to Domain two, then click Pillar HLP. The Structure (4 Domains/22 HLPs) | High-Leverage Practices

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Specially designed instruction (SDI) means changing how a student is taught to meet their needs. The learning goals stay the same, but the content, strategies, or teaching style are adjusted, and it’s always provided by a special education teacher as part of an IEP. These changes help the student learn the same material as their peers in general education in a way that works best for them.

Who it applies to: SDI is specifically for students with disabilities, written in their IEPs.

Three Examples

1. A student with autism receives weekly instruction in social problem-solving to build peer interaction skills.

2. A student with a speech-language delay learns vocabulary through picture cards and structured sentence practice that is guided.

3. A student with a visual impairment is taught grade-level content using Braille materials and tactile graphics.

Additional Resource: Specially Designed Instruction: A Resource for Teachers is a guide from the Texas Education Agency that explains what SDI is and how it’s used to support students with disabilities through IEPs. It includes real-life examples and strategies for adapting instruction. Read more at Specially Designed Instruction: A Resource for Teachers

HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs helps teachers understand a student’s strengths and needs by collecting insights from families, educators, and different types of assessments. Teachers then combine this information to figure out the best way to support the student and help them reach their goals. Click link, go to Domain Two and it's the first HLP under Embedded at The Structure (4 Domains/22 HLPs) | High-Leverage Practices