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A specific, planned strategy used to address a student's academic or behavioral needs, providing additional support or instruction to help them progress

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Students with specific needs that can be targeted by one-on-one or by small group. Students that struggle in specific areas like math or reading can attend intervention to receive a more focused instruction.

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Intervention can be done in many different ways. Students have varying needs so it doesn't always look the same. Some examples of interventions are: Small groups to target students with learning needs in specific areas, having a brief exercise at the start of class to help engage focus, or something as small as offering them options on how they go about doing work.

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A tailored curriculum or instruction, designed to meet the specific needs of individual students, focusing on making changes to HOW they learn to target needs.

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Students from all over the learning spectrum can benefit from differentiation, from gifted and talented students, to English language learners, to students with learning disabilities. Students that require a slightly different method to learning are supported here.

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Helpful Resource: Wellpoint Care Network

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Helpful Resource: Wellpoint Care Network

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This article offers 101 effective classroom interventions for classroom management. There are a lot of options for intervention, and this read is highly informative.

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By Wellpoint Care Network | Posted on January 16, 2023

Below are 101 of our tried-and-true interventions for creating a more compassionate classroom environment for your students.

What is a classroom intervention? It's defined as "a short-term focused teaching program with objectives aimed at particular students or small groups of students with specific needs."

1. Provide structure and predictable routine.

2. Give rewards for positive behavior.

3. Problem solve behavior choices using 10 steps.

4. Modify for situations which may cause increased anxiety.

5. Establish clear, consistent rules, which are direct and simple.

6. Provide logical consequences.

7. Provide positive behavior choices.

8. Work on positive self-concept.

9. Utilize teaching moments to teach natural consequences.

10. Discuss rules and boundaries over and over.

11. Teach social skills - don't assume that they have them but just are not using them.

12. Help them develop and understanding of self contro.l vs. others controlling them.

13. Provide unconditional positive regard in the form of snacks, attention, and rewards.

14. Acknowledging feelings ("that seems frustrating").

15. Prepare for changes in schedule appropriate to the child.

16. Base teaching on individual needs.

17. Preplan for activities and challenges.

18. Foreshadow struggles.

19. Get to know the child.

20. Modify schedules.

21. Provide smaller work settings.

22. Teach self regulation.

23. Help student with setting priorities.

24. Create a safe place for time out.

25. Encourage self expression.

26. Play.

27. Provide consequences with empathy.

28. Develop rituals or routines for organization.

29. Teach with the brain in mind.

30. Encourage a child to talk out loud to monitor progress.

31. Provide a calming down place in the classroom (not a time out).

32. Provide for sensory needs.

33. Provide rubrics to assist the child in pacing and monitoring progress both academic and behavioral.

34. Avoid power struggles.

35. Have brainstorm sessions for writing ideas.

36. Provide short writing periods.

37. Provide rewards for going slowly and carefully, avoiding timed activities whenever possible.

38. Provide priming for upcoming curriculum.

39. Use visual clocks, timers, schedules and calendars.

40. Smile.

41. Support a differentiated classroom.

42. Take care of yourself.

43. Recognize that some students may need something to fidget with to help them focus.

44. Say "what can I do to help you?" to a student.

45. Designate a safe spot in the school for a child to access help, nurturing, comfort.

46. Agree to disagree.

47. Consider allowing gum or chew sticks for children who have oral sensory needs.

48. Accept that the student's view of the situation may be different from yours, and also still accurate and true.

49. Accept that when I child says, "you can't make me", he is right.

50. Don't assume you know what caused an incident, ask what happened.

51. Accept that some triggers to behavior may have been set in motion before the child stepped into your classroom.

52. Make "everyone gets what they need" a classroom rule that allows for diversity, accommodation, and individuated instruction where no one is the "special needs" child.

53. Develop an inside joke with a student to make him/her feel connected to you.

54. Provide choices to give students a sense of power "do you want to do your math in regular pencil or colored pencil?"

55. Consider the environment. Is this more stimuli than this student can tolerate?

56. State directives in terms of the behavior you want, not what you don't want.

57. Create an environment of safety in your classroom (no put downs, bullying, everyone is included).

58. When it's over, it's over. Avoid rehashing old events when problem solving with a child.

59. Speak to a child at eye level.

60. Avoid yelling or intimidation.

61. Incorporate drama and art into teaching.

62. Role play social situations with students to help them to learn and practice social skills.

63. Diversify your teaching style.

64. Use as few words as possible, many children check out after the first minute.

65. Encourage children to self advocate for their needs (break, water, etc.).

66. Help a child clean up his space; demonstrate organizational skills.

67. Create a diversion- if a child seems like he is revving up, send him on an important errand.

68. Provide tactile sensation such as Velcro or felt strips under the desks for students who have trouble sitting still.

69. Have a child who may have sensory needs with "heavy work"; moving paper boxes, books etc.

70. Help a child to "save face" in front of his/her peers - give him/her an out creating a win/win.

71. Encourage children to set goals and self-reflect on their progress.

72. Consider classroom pacing; is it too fast/slow?

73. Break down projects into steps; assigning one step at a time to assist children.

74. Give instructions both orally and visually whenever possible.

75. Understand that a child may do well in novel, unique or one-on-one situations but have may not yet have the skill to generalize this success to the classroom on a consistent basis.

76. Look at building skills such as patience and delayed gratification but understand that you may need to scaffold these skills and build them over time.

77. Divide an assignment into sections on the page and cover up the sections not currently being worked on.

78. Model an organized classroom and allow 5 minutes for teacher and student organization at the end of a class period.

79. Allow student movement time.

80. Use proximity to help a child regulate his/her behavior.

81. Consider time of day. Most children do best with more difficult tasks in the morning.

82. Encourage your students to "stop and think"; when asking for a response during whole group instruction, pause for 10-15 seconds before accepting any answers to encourage reflection and discourage impulsivity.

83. Make consequence and reward as immediate as possible.

84. Be a voice of optimism in your school.

85. Evaluate your behavioral interventions frequently and change when necessary; some things may lose their novelty after a time- it doesn't mean it didn't work.

86. Encourage teamwork and inclusion in your classroom.

87. Notice something positive about your most challenging student each day.

88. Tell him/her about what you notice (see above).

89. Give yourself permission to take a time out.

90. Collect baseline data on student behaviors and academics; sometimes in the middle of the year, it is difficult to remember how far they have come.

91. Teach empathy by challenging students to take the perspective of others.

92. Assign projects that help students feel a sense of belonging to the larger community.

93. Help students to transition to the next school year; introduce them to new teachers and inspire confidence in the child.

94. Wipe the slate clean each day.

95. Don't take it personally; expect that children with mental health issues may let us down occasionally, despite our best efforts.

96. Use humor, not sarcasm.

97. Celebrate the small victories.

98. Provide an area for students to work with minimal stimulus (cubicle).

99. Consider that some students may be more productive with music and headphones.

100. Experiment with different classroom configurations.

101. Recognize the ripple effect of your interactions with children.

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101 Classroom Interventions for Effective Classroom Management | Wellpoint Care Network

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A list of our tried-and-true interventions for creating a more compassionate classroom environment for your students.

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Differentiation in the classroom should be structured to support a varying amount of students on a varying spectrum. Some examples of differentiation strategies are: allowing students to chose how they receive their assignments, paper, computer, activity, etc., incorporating flexible seating when appropriate, and having content structured to individual students to support their abilities and ensure they are grasping all they can.

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In this brief article, some key points about differentiation are discussed, like what it is and how it can be used. A list of strategies, and what their role is offer helpful insight.

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Differentiation refers to learning experiences where the approach or method of learning is adjusted to meet the needs of individual students.

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A change usually made in the learning environment to assist the student in general education participation, to ensure they have the necessary tools for success. The goal for accommodations are to assist children in closing gaps without changing the content they are learning.

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Accommodations could apply to just about any student with a disability. Whether is be physical, intellectual, or learning, students can benefit greatly from accommodations.

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Accommodations are used daily by most educators, some in a students IEP, others, just helpful changes for certain students who responded better to something different. Some examples of accommodations are: Having a reader with a student to read aloud questions and answers for testing days, placing students in a small group or one-on-one in the classroom to target more specific areas, or allowing a student time to take a break and regain focus.

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A great overview of what accommodations are and who they apply to are included in this article as wells as some great examples for accommodations.

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Qualified individuals recognized under the Individuals with Disabilities Education Act, or IDEA, should have a plan for their special education while they are at school. An Individualized Education Program (IEP) describes the supports, modifications, and accommodations to allow a student to reach their IEP goals. IEP accommodations change how students learn, but does not change what students learns. Changing how a student learns can include: alterations of the environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks.

Who Can Receive IEP Accommodations?

There are 13 categories of disabilities that are included in IDEA and if a student is diagnosed with one of them, they may be eligible for IEP accommodations. However, the disability must specifically affect their ability to learn or their educational performance. Children with IED plans may require additional accommodations or changes to their testing procedures and learning materials to ensure they have equal access to everything.

The 13 categories of disabilities are as follows:

1. Specific Learning Disability

These disabilities include conditions such as dyslexia and dyscalculia, which affect the student's ability to reason, speak, listen, write, read, or do math.

2. Other Health Impairment

Any condition that affects and limits the student's energy, strength or alertness is included under this category. For example, ADHD and narcolepsy could fall under this section.

3. Autism Spectrum Disorder

As a condition that usually affects the student's communication skills, social skills, and behavior, ASD may require accommodation.

4. Emotional Disturbance

This may include any mental health issues that affect the way a student responds emotionally. Bipolar disorder, obsessive-compulsive disorder, anxiety, and other mental issues may be included under this.

5. Speech or Language Impairment

Stuttering, speech impediments, or other language issues may be categorized under this section. If the language impairment makes it difficult for the student to express things correctly, they may require accommodations.

6. Visual Impairment

Blindness is not the only issue that falls under this category. Any visual problem that cannot be corrected with eyewear qualifies as visual impairment for the IEP.

7. Deafness

Any student without the ability to hear, despite having a hearing aid, may qualify.

8. Hearing Impairment

Hearing impairment is considered different than deafness, as it refers to hearing loss, which may be partial. It may also change over time.

9. Deaf-Blindness

Students with a diagnosis of deaf-blindness often find it challenging to complete testing with their peers. They face some unique issues as they deal with vision and hearing loss at the same time.

10. Orthopedic Impairment

Students who do not have the same physical abilities may need accommodations, as well. This category includes such disabilities as cerebral palsy or traumatic brain injury that affects movement.

11. Intellectual Ability

Students with something like Down Syndrome or another issue that causes a lower intellectual ability may qualify. They can suffer from poor self-care and may struggle with communication skills.

12. Traumatic Brain Injury

A damaging injury to the brain can leave a student with many challenges. These may include difficulties found in other categories on the list.

13. Multiple Disabilities

If a student has more than one of the above conditions, they are considered to have multiple disabilities. This may create issues that are difficult to manage with just one disability program.

What Are IEP Accommodations?

IEP accommodations are changes to the educational environment that allow students with a disability to overcome the barriers created by their disability. Accommodations ensure students have access to learning and understand learning goals.

Testing accommodations are important because they allow students to the content of the test through a variety of means. For many students with additional needs such as blindness, it can be difficult or nearly impossible to understand the test content. In some cases, students may need instructional modifications where the teacher provides additional content to help individual students such as mnemonic devices.

It's helpful for schools to use software to ensure every student with additional needs is able to receive the accommodations they need. Because IEPs require a team of teachers and administrators to implement, a software system that distinguishes appropriate access to the information, making the IEPs accessible to those that need it, is important. Software systems can also provide a method of tracking student progress toward IEP goals.

The Most Common IEP Accommodation Categories

IEP accommodations are broken into several specific categories. These include:

Presentation

Students may require the presentation of content to be a little different. For example:

Audio versions of lectures or test descriptions

Large print

A designated reader

Fewer lines per page

Response

How a student is required to respond may affect their score. To level the playing field, you may consider allowing the following options for responses:

Verbal responses

Dictated responses

Recording audio responses

Record directly in the test booklet

Computer responses

Setting

Where the student's learning takes place may need to be adjusted. For example:

Testing in small groups

Study/testing in rooms with minimal distractions

Specific seating, such as at the front of the room

Particular lighting/acoustics

Testing in a private space

Timing / Scheduling

You may need to adjust the time allowed for a student response or to complete an assignment or test. Examples include:

Frequent breaks

Extended time for completion of assignments or tests

Provide testing in multiple sessions

Provide testing over several days

Allow for subtests to be taken in a different order

Administer tests at specific times of day

Other

There may be other accommodations that must be made for a student throughout their learning career. These could include:

Offer special test prep

Provide other accommodations (within reason), which may not fit under the other categories

Offer focusing prompts

Each of these accommodation categories aids students in completing the same work as their peers, without giving them an unfair advantage.

How Education Advanced Can Help

There are many ways to provide IEP accommodations for students, but these are some of the most popular. They don't interfere with the actual scores a student receives but create a better environment to allow them equal opportunity, according to their needs.

If you wish to track all the IEP accommodations in your school, consider Education Advanced's tracking option. You can see it here.

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help:

Cardonex, our master schedule software helps schools save time on building master schedules. Many schools used to spend weeks using whiteboards to organize the right students, teachers, and classrooms into the right order so that students could graduate on time and get their preferred classes. However, can now be used to automate this task and within a couple of days deliver 90% of students' first choice classes.

Testhound, our test accommodation software, helps schools coordinate thousands of students across all state and local K-12 school assessments while taking into account dozens of accommodations (reading disabilities, physical disabilities, translations, etc.) for students.

Embarc, our curriculum mapping software, helps teachers quickly analyze whether or not their curriculum is aligned with state and national standards as well as share best practice curriculum plans with other teachers to reduce duplication and with parents to keep everyone up to date.

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IEP Accommodations: What You Should Know

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Qualified individuals recognized under the Individuals with Disabilities Education Act, or IDEA, should have a plan for their special education while they are at school.

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Any change in instruction to allow all students equal access to the same curriculum. They can include accommodations and modifications to provide a supportive learning environment.

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Adaptations apply more directly to the educators providing the space for students to learn in. It is up to the teacher to ensure students are receiving their modifications or accommodations, and giving them a supportive and equal space to learn.

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Knowing that adaptations can also be accommodations or modifications, here are some examples of adaptations teachers can make to provide for their students: Having a schedule to go over with the students weekly including group time and independent time, providing headphones so students that need to use text-to-speech have them ready, or simply teaching students what group work is and how to work together.

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A helpful tool that explains a teachers role in classroom adaptations, and a detailed list of strategies that can be used in the classroom.

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Now that Ms. Begay understands the learning process, she can better meet the needs of her students through instructional adaptations. Teachers often find it necessary to adapt their instruction for students with disabilities who are taught in the general education classroom if those students are to have full access to the general education curriculum. Adapting instruction can be defined as making changes to instruction in order to allow students equal access to the curriculum and to give them the opportunity to process and demonstrate what has been taught. Instructional adaptations can include both accommodations and modifications.

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A change made to the students learning environment or curriculum to support their individual needs in the general education classroom. The goal for modifications are to assist children in closing gaps by altering the curriculum, or personal goals for the student.

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Modifications are used with students, often as a last option after other things have been tried. Students with IEP plans and 504 plans are often the ones that are given modifications to give them a more meetable standard in the classroom.

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Modifications can be just about anything the changes what or how a student is learning. For example, some students might need to continue working on one topic while others move on to the next, having tests with a different set of questions and answers, or even being graded on a different scale to help support success.

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This website is easy to read, and provides helpful information about modifications. It gives an overview of some common modifications used in the classroom.

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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What is Specially Designed Instruction (SDI)?

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What is Specially Designed Instruction (SDI)?

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A form of instruction structured for students with disabilities to meet unique learning needs. The SDI specifics vary, making changes to all forms of the student's education. This information is included in the student's IEP.

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Students that do not benefit from general education are typically given an SDI plan in their IEP. Students with learning disabilities that require changes in their curriculum, instruction, or environment.

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A change made in the students general education program can be included in the details of the SDI on the student's IEP. Some examples are: delivering a specialized reading program for student that needs gaps filled in that area, teaching different learning strategies to students who aren't currently understanding, and providing students who are blind with braille.

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Helpful Resource: United Federation of Teachers

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Helpful Resource: United Federation of Teachers

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This resource includes a research focused overview of what SDI is and looks like in all sorts of cases.

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The delivery of specially designed instruction is the core job responsibility of special education teachers.