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Grand Canyon University. (n.d.). Specifc Learning Disabilities. Granc Canyon University.

https://lc.gcumedia.com/mediaElements/gcu-sequence-application/v3.1/#/showcase/sequence/149/view

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Interventions are an approach centered around growth in a specific, targeted skill.

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The specific students to whom interventions would typically apply to are students with intellectual disabilities, such as Down Syndrome.

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1. Increased Instructions

2. Targeted Directions

3. Mini Lessons

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An additional resource that provides information about interventions is Accommodations, Modifications, and Interventions by Grand Canyon University. This resource emphasizes the purpose of interventions and why they differ from other sources of adaptations. The resource also proivdes a thorough list of usages of interventions.

https://cdnsm5-ss10.sharpschool.com/UserFiles/Servers/Server_18918846/File/Counseling%20Center/Student%20Support%20Team/Resources%20for%20Teachers/Forms%20for%20Teachers/Accommodations_Modification_Interventions.pdf

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A specific practice associated with interventions is the high-leverage practice #11. This technique is designed to identify and prioritize long- and short-term learning goals through standards, IEP goals, and more.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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Accommodations are described as changes to how a student learns, used to level the playing field.

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Modifications are changes to what the student is learning, lower the playing field's expectations.

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Specially Designed Instruction (SDI) is the core, broad term relating to the aspects of adaptations in the special education field.

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Adaptations are the techniques used to ensure equal opportunity for all students.

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Differentiation is a teaching approach where instruction is alterered based on the student's abilities.

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The specific students to whom accommodations would typically apply to are students with an Auditory Processing Disorder (APD).

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The specific students to whom adaptations would typically apply to are students with mobility impairments, such as Cerebal Palsy.

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The specific students to whom modifications would typically apply to are students with learning disabilities, such as dyslexia.

(Grand Canyon University, Specific Learning Disabilities).

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The specific students to whom Specially Designed Instruction (SDI) would typically apply to are students who meet the unique needs of an Individualized Education Plan (IEP).

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The specific students to whom differentiation would typically apply to are students with learning challenges, such as English Language Learners (ELL).

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1. Small Groups

2. One-on-one Instruction

3. Scaffolding

(Osewalt, 2020).

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1. Extented Time

2. Preferential Seating

3. Varied Teaching Approach

(Morin, n.d.).

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1. Modifications

2. Accommodations

3. Differentiations

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1. Different Expectations

2. Eliminating Standards

3. Personalized Materials

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1. Explicit Instruction

2. Using Alternate Methods

3. Evidence-based Curriculum

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An additional resource that provides information about differentiation is What is differentiated instruction? by Geri Coleman Tucker. Tucker shares an overview of differentiated instruction and the four main areas where teachers can differentiate material.

https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know

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An additional resource that provides information about accommodations is Accommodations Vs Modifications from the Texas Project First website. The website displays a chart of the similarities and differences between accommodations and modifications, with specific examples of each.

https://texasprojectfirst.org/accommodations-vs-modifications/

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An additional resource that provides information about adaptations is High Leverage Practice's video titled "HLP #13: Make Adaptations." The video shares real-life examples from inside a classroom of adaptations at play.

https://highleveragepractices.org/2017-first-edition-materials/hlp-13-make-adaptations?_gl=1%2A11ov8a3%2A_gcl_au%2AODE2NDk0NjAyLjE3NTkxNjQ1NjY.%2A_ga%2AMTcwNTc1OTUyOC4xNzU5MTY0NTY3%2A_ga_L4ZFTNESGT%2AczE3NjEzMTEyMzUkbzQkZzEkdDE3NjEzMTI0NjkkajYwJGwwJGgw%2A_ga_Y45Y2NWG3S%2AczE3NjEzMTEyMzUkbzQkZzEkdDE3NjEzMTI0NjkkajYwJGwwJGgw

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An additional resource that provides information about modifications is Accommodations vs. modifications: What’s the difference? by Gail Belsky. Belsky discusses the difference uses of modifications (and accommodations). She also provides an interactive resource titled "Through my Eyes" which visualizes the effects of disabilities like dyslexia.

https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications

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An additional resource that provides information about SDI is Texas.Gov's website dedicated to be a "Specially Designed Instruction (SDI) Guide." The Website shares over twenty pages of SDI strategies, support, key takeaways, and more.

https://spedsupport.tea.texas.gov/sites/default/files/2023-08/specially-designed-instruction.pdf

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Morin, A. (n.d.). Common Accommodations and Modifications in School. Understood.

https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications

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A specific practice associated with differentiation is the high-leverage practice #14. This practice specifically teaches cognitive and metacognitive strategies to support learning and

independence.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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A specific practice associated with accommodation is the high-leverage practice #17. In this practice, teachers assign students to groups based on their various learning goals.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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A specific practice associated with adaptation is the high-leverage practice #13. This practice is used to specifically adapt curriculum tasks and materials for specific learning goals.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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A specific practice associated with modifications is the high-leverage practice #18. This practice encourages educators use strategies to promote active student engagement, modifying material based upon responsiveness of the class.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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A specific practice associated with SDI is the high-leverage practice #12. This practice systemically designs the instruction toward a specific learning goal, thtough sequence-based learning.

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf?_gl=1*fgr37z*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM0ODMuNjAuMC4w

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Osewalt, G. (2020). Individualized instruction vs. differentiated instruction. Understood.

https://www.understood.org/en/articles/individualized-instruction-vs-differentiated-instruction