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Interventions are skills and activities directly made for a specific student in order to help them in academic success. Interventions are used by teachers to help students advance their academic progress. A teacher can use interventions on most students with special needs. This includes issues with things like dyscalculia, dyslexia, and autism. Where students need targeted and individualized help and not just little accommodations (Sequences, 2024).

An example of an intervention would be working in small groups whether in reading or math (Hawthorne, 2021). Another intervention would be, set aside time and activities for students to work on and progress with their social skills (Hawthorne, 2021). And lastly, peer tutoring (Hawthorne, 2021). This is different than small groups because in small groups a teacher would be working with everyone in the group, while peer tutoring would be the educator allowing a fellow student to help the student with the disabilities. Allowing a peer to help, rather than the educator.

This article covers all aspects of interventions. Not only what it is but examples, the different types, why it is helpful, and ways to have successful interventions.

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'Intervention'. If you work in a school, you're likely to hear the term used innumerable times a day. Now an intrinsic part of school life, interventions in education allow teachers and teaching assistants to address any gaps in a child's progress or attainment. Once a need has been identified, effective interventions can then be used to overcome any barriers in the child's learning.

In this article, we'll overview the main types of interventions in education. We'll then look at a range of strategies and practical examples that you can use when planning effective interventions for your students.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching session, which is a deviation away from existing teaching practice. Interventions in schools can be one-to-one, or delivered as a group. The aims of the programme will have been carefully created by a teacher or teaching assistant based on a key area of need. For example, inference in reading, or units of time in maths. Interventions should be delivered alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is displaying concerning behaviour, and is falling behind academically, so each intervention needs to address each individual's specific areas of need.

As a result, some interventions are targeted, and are put in place to address a certain weakness. These interventions are likely to be more formally monitored in order to track the child's progress, whereas other interventions are more flexible, and adjust according to the changing needs of the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let's take a look at the most commonly used intervention strategies:

Behavioural Interventions

Collaborative Interventions

One-to-One Interventions

Classroom-Based Interventions

Social, Emotional and Wellbeing Interventions

Peer Tutoring

Metacognition and Self-Regulation

Homework

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a key area. They can also see the demonstrable impact of their practice, and share it with the child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But behavioural interventions can help to address low-level behaviour, and, as a result, build relationships in the classroom, therefore improving the teaching and learning experience for the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing interventions can help to build a child's self-worth, as well as their academic understanding. Equally, interventions often take place in a nurturing, safe environment, which can positively contribute to students' overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you wish to achieve. The outcome you decide upon should ideally be monitorable, so that you can demonstrate the impact of the programme. At this stage, it may also be worth discussing any previous interventions you've used in order to unpick their success rates. If we prioritise interventions within the teaching and learning policy, then they're more likely to have a sustainable impact.

Work with a colleague to consider:

What will we be doing?

Why are we doing it?

How will we implement the intervention?

Will we be able to monitor the process, and if so, how?

And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the provision in your school. What can you realistically offer? Who will deliver the session? Where? At what point in the day?

When you've addressed any logistical barriers, strategic planning will then be needed to address any challenges you may face. For example, staff may need to increase their knowledge and understanding prior to delivering a particular intervention. Keeping staff motivated and enthused will be crucial in the programme's success. Additionally, a potential challenge may be that children are involved in too many interventions, which may simply lead to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline assessment, so staff can effectively monitor the child's outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on progress and target setting. And finally, when it comes to assessing outcomes, ensure you have collected tangible evidence of the intervention's impact. This could be an increased reading age, or a journal created by the child, reflecting their increased understanding of strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the practice with the rest of the school, and consider whether the programme could be rolled out across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching assistant might then work with those particular children to spend time consolidating their knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen students' knowledge and understanding of a poet's techniques and language use.

A teacher's ability to identify early areas of need within the classroom can prevent any learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

Particularly important when working with Primary aged students, it is vital to grab their attention and make the learning experience memorable. You might consider getting outside and using the natural environment to practise symmetry, or use drama to analyse characters in fiction. For secondary aged students, it's also important to make it engaging, and be sure to make the purpose of the intervention clear to them, so that they can really see how it will benefit them.

In order for the students to make links between key concepts and subject areas, try and link the content to wider class learning. Consider liaising frequently with the class teacher to ensure that the content aligns with the learning objectives which are being covered with the rest of the class and try to use similar case studies or examples to those which they plan to teach.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out of a creative subject they love and excel in, in order to make progress in a subject they find challenging.

4. Personalise the sessions

Every student is unique. They all have differing areas of need, and different skills and talents. As a result, when planning an intervention, try and tap into what it is that will really spark their interest and keep them motivated.

5. Consider staff wellbeing

It is vital that staff feel supported in delivering their interventions, so check in with them frequently and show an interest in the progress they are making. They must be offered adequate training for the role, and they must be given enough time to effectively plan their sessions. The interventions should also be carefully planned into their timetables so that they are balanced and manageable, for example, staff may find a full day of back to back interventions quite overwhelming so if it is possible, try to space them out.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out where your skills and interests would be best placed when matching staff to both subject areas and individual students. It may be that a teaching assistant has a degree in a certain subject, and would feel particularly comfortable delivering interventions in that area, so make the most of those situations!
Creating an intervention in school can seem challenging. But if the programme is created in a structured and strategic manner, the chances of it being successful are much higher. Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme is the child. Effective interventions help today's young people navigate whatever challenges they may face, and your role can be crucial in helping them to reach smoother seas.
Further Resources:

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Effective Interventions in Education: Types and Examples

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Interventions in education help to address any gaps in a child's progress or attainment. We look at a range of strategies and practical examples here.

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"Evidence Based Practices in Special Education"

"Response to Interventions" (RTI):

This can be used in relation to interventions. It is used by making sure that the activities are fit for the student and progressing it into more support as the student moves forward (Hanson, 2022).

“Scaffolding”

Scaffolidng is used when a teacher gives a student an activity and then slowly backs off, allowing the student to do it on their own and become more independent (Hanson, 2022).

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**Evidence-based Practices** are all about those **cool teaching tricks, super moves, and strategies** that research and real-life testing have shown to really amp up how well students do.

Evidence-Based Practices in Special Education have been shown to improve academic, social, and behavioral outcomes for students with disabilities and are based on scientific evidence. In particular, teachers have a critical role in implementing these practices within an inclusive environment. Understanding the responsibilities of a teacher in an inclusion classroom is crucial.

EBPs may include a variety of instructional strategies, such as explicit instruction, error correction, and scaffolding, as well as interventions for specific disabilities or difficulties, such as sensory integration therapy for students with autism or self-regulation strategiesfor students with attention deficit hyperactivity disorder (ADHD). It's important to remember that the Least Restrictive Environment (LRE) plays a significant role in this process, and understanding how LRE benefits a child with special needs is key.

EBPs are essential in special education because they ensure that students with disabilities receive the most effective and suitable interventions and support. Educators can assist students with disabilities in making progress and reaching their full potential by employing practices demonstrated to be effective by research.

Determining Evidence-Based Practices in Special Education

The determination of evidence-based practices (EBPs) in special education involves several steps:

1. The first step in determining an EBP is identifying the specific problem or need the practice intends to address. It can be facilitated by resources like the What Works Clearinghouse from the U.S. Department of Education.

2. Conduct a literature review: A literature review involves reviewing research studies and other information sources to determine what is known about the problem or need and the interventions tested to address it.

3. Once potential interventions have been identified through the literature review, the next step is evaluating the evidence for their efficacy. It may involve reviewing research studies, assessing the quality of the research, and determining the findings' applicability to the specific problem or need the school must address. PubMed is often a trusted resource for such research.

4. Select the EBP: The next step is to select the EBP that is most likely effective in addressing the problem or needs based on the evaluation of the evidence. It may involve considering factors such as the strength of the evidence supporting the practice, its compatibility with the student's needs and goals, and its resources and support.

5. Implement the EBP: Following the selection of an EBP, the next step is to implement it. It may include training educators and other staff on implementing the practice, providing the necessary resources and support, and monitoring progress to ensure that the procedure is implemented effectively and produces the desired results.

6. Evaluate the efficacy of the EBP: It is essential to evaluate the effectiveness of the EBP to determine if it is producing the desired results and to make any necessary adjustments. It may involve collecting data on student progress and using it to determine the practice's continued use.

Why Use Evidence-Based Practice in Special Education?

Evidence-based practices (EBPs) are essential in special education for several reasons:

EBPs are based on scientific evidence: EBPs are based on research and evaluation, which means they have been shown to improve outcomes for students with disabilities. It is significant because it ensures that students receive interventions and support that have proven effective instead of relying on methods that no evidence may support.

EBPs are individualized: EBPs are typically designed to be flexible and adaptable, allowing them to be adapted to each student's unique needs and objectives. It can be especially crucial in special education, where students may have a variety of disabilities and needs.

By utilizing EBPs, educators can assist students with disabilities in making progress and reaching their full potential. EBPs effectively improve academic, social, and behavioral outcomes for students with disabilities, which can lead to long-term improvements.

EBPs can save time and money: By utilizing EBPs, educators can save time and money that the school would otherwise spend on non-evidence-based interventions. It enables educators to concentrate their efforts on practices that are likely to be effective instead of experimenting with various approaches that no evidence supports.

Using evidence-based practices (EBPs) in special education is significant because it helps ensure that students with disabilities receive the most effective and appropriate interventions and support. All these can improve their outcomes and enable them to reach their full potential.

What Are Some Examples of Evidence-Based Practices in Education?

The following are examples of evidence-based practices (EBPs) in education:

1. Explicit instruction systematically involves breaking down skills into smaller steps, modeling, and providing repeated practice and feedback. It has been demonstrated to enhance academic skills and outcomes for students with disabilities.

2. Scaffolding is a teaching strategy that involves providing students with support and guidance as they acquire new skills and progressively reducing that support as they become more independent. Reading, writing, and problem-solving are some contexts where a teacher can use scaffolding.

3. Response to intervention (RTI) is a multi-tiered approach to assisting academically or behaviorally struggling students. It entails progressively providing more intensive support based on the student's needs to help them progress and succeed.

4. Self-regulation strategies involve teaching students how to manage their behavior, emotions, and attention, thereby enhancing their classroom performance. Setting goals, monitoring progress, and using relaxation techniques such as deep breathing or counting to calm down are all possible strategies.

5. Students with disabilities are taught specific social interaction skills, such as initiating conversations, taking turns, and following rules, as part of social skills training. It has been demonstrated that social skills training improves the social skills and outcomes of students with disabilities.

6. Peer-mediated instruction is a teaching strategy in which students with disabilities receive support and instruction from their peers. It can be effective in helping students with disabilities improve their academic and social skills.

These are just a few examples of EBPs that people may use in education. It is important to note that the specific EBPs used will depend on the needs and objectives of individual students and the context of their usage.

Evidence-based Special Education Curriculum

Many evidence-based special education curricula designed to meet the needs of students with disabilities are available. The following are examples of these curriculums:

The TEACCH program (Treatment and Education of Autistic and Related Communication-Disabled Children) is designed for students with autism spectrum disorders. It employs structured teaching methods to facilitate effective learning and communication.

The Lindamood-Bell Learning Processes program is designed for students with learning disabilities. It employs various techniques, including visual and auditory processing, to help students improve their reading, spelling, and comprehension abilities.

Pivotal Response Treatment (PRT): This program is designed for students with autism spectrum disorders and employs natural teaching methods to assist students in learning new skills and behaviors.

The Reading Recovery Program: This program is designed for students who struggle with reading and uses various techniques, including one-on-one tutoring, to improve students' reading abilities.

It is important to note that no single curriculum is appropriate for every student with a disability. When selecting a curriculum, it is essential to consider the needs and abilities of the individual student carefully. In addition, it is crucial to assess the curriculum's efficacy and make necessary adjustments regularly.

The TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) program is a comprehensive, empirically supported educational approach for people with autism spectrum disorders (ASD). Dr. Eric Schopler and colleagues at the University of North Carolina at Chapel Hill created the program in the 1960s; it has since been implemented in schools and other settings worldwide.

The TEACCH program is predicated on the notion that individuals with ASD have unique strengths and challenges that must be considered when planning their education. It emphasizes using structured teaching techniques, including visual supports, to assist individuals with ASD in practical learning, communicating, and assisting with evidence-based practices in special education.

Individualized education programs (IEPs), social skills training, and occupational therapy are a few interventions included in the TEACCH program. In addition, it emphasizes the significance of collaboration between educators, families, and other professionals in supporting the unique needs of students with ASD.

The overall objective of the TEACCH program is to assist individuals with ASD in reaching their full potential and achieving daily independence.

The Lindamood-Bell Learning Processes program is an evidence-based educational intervention for students with dyslexia and other reading and language-based learning difficulties. The program was created in the 1970s by Nanci Bell and Pat Lindamood on the premise that people with learning disabilities frequently struggle to process language-based information.

TheLindamood-Bell program employs various techniques to improve students' reading, spelling, and comprehension skills, including visual and auditory processing exercises. The program emphasizes explicit, systematic instruction and structured, incremental steps to help students master new skills.

The Lindamood-Bell program is typically delivered through one-on-one tutoring sessions but can also be administered in small groups. The program is designed to be adaptable and can be modified to meet the specific needs of each student. People frequently use it with other educational interventions; a teacher, school psychologist, or another educator may recommend it.

Pivotal Response Treatment (PRT) is a naturalistic, evidence-based intervention for people with autism spectrum disorders (ASD). Drs. Robert Koegel and Lynn Kern Koegel of the University of California, Santa Barbara, developed it in the 1970s.

PRT is founded on the premise that certain behaviors, referred to as "pivotal" behaviors, are crucial to developing other skills in individuals with ASD. Motivation, self-management, and communication skills are essential behaviors. PRT focuses on targeting and reinforcing these behaviors to assist individuals with ASD in learning new skills and enhancing their overall functioning.

PRT is delivered using naturalistic teaching methods, integrating it into the individual's everyday activities and environments. It enables the individual to acquire new skills more functionally and naturally. Trained therapists or educators typically administer PRT in various environments, including homes, schools, and other community settings.

PRT has improved social skills, communication, and overall functioning in those with ASD. It is considered a versatile and individualized intervention that the school can modify to meet the needs of each individual.

The Reading Recovery Program is an intervention based on empirical evidence for struggling readers. It is for first-grade students who have trouble learning to read and write and are at risk of falling behind their peers. Dr. Marie Clay created the program in the 1970s, and it is used in schools worldwide.

The Reading Recovery program is founded on the notion that early intervention is essential for assisting students who are falling behind their peers in reading to catch up. It enhances students' reading skills through various techniques, including one-on-one tutoring and small-group instruction. The program emphasizes explicit, systematic instruction and structured, incremental steps to help students master new skills and assist with determining evidence-based practices in special education.

Reading Recovery is typically administered by trained teachers with specialized program training. Typically, it is presented for 30 to 60 minutes per day, five days per week, for 12 to 20 weeks. The program is designed to be adaptable and can be modified to meet the specific needs of each student. People can use it with other educational interventions. A teacher, school psychologist, or another educator may recommend it.

About Us:

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Best Practices in Special Ed: Evidence-Based Strategies

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Discover effective, evidence-based practices enhancing learning outcomes in special education settings.

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This website better explains accommodations and gives good insight into examples as well insight into what the child having the accommodations made for is going through.

The accommodation is accommodating the student. This means adding in little things or changing little things around the student to help make their learning process and environment better rather than changing the curriculum or interrupting the regular schedule of the student.  Students who typically need accommodations are students who struggle with attention issues. For example, students with ADHD, or Emotional Disturbance (Sequences, 2024).

One example of accommodation is giving the class more time to do their work. By doing this the curriculum is not changing, and the student is not being called out (CHADD, 2023). Another accommodation is moving around the seating, that way the child can move and not interrupt the rest of the class (CHADD, 2023). Lastly, encouraging things like patience and good behavior would encourage a child to continue doing those things (CHADD, 2023).

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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"High Level Practices in Special Education"

HLP #22 “Provide positive and constructive feedback to guide students’ learning and behavior”

This HLP talks about using positive feedback and encouragement to push the student toward good behavior and more engagement in learning.

HLP #16 “Use Explicit Instruction”

This HLP talks about how pointed instructions can help students be focused on a goal and by not only telling but showing students the problems, or how to do a task.

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Modification "modify” the curriculum so there is not as much pressure on the student. This may change the standard, but it allows the student to still participate in a course at their own level. Modifications are usually used with students that have physical and cognitive disabilities. For example, orthopedic impairment, or intellectual disability (What’s the Difference? n.d.).

One modification example is changing the number of questions on a test so that the student can answer the questions in the time allotted (What’s the Difference? n.d.).

Another modification can be grading a paper based off of the student’s IEP. By doing this, the teacher is not comparing the student to the other students but rather comparing the students' progress to themselves. And lastly allowing the student to take their tests as open books tests. This allows a student to still be able to take the test but have some help as needed.

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By Andrew M.I. Lee, JD

At a glance

An academic modification is a change to what a student is taught or expected to do in school.

An example of a modification is less homework or easier assignments.

Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

School can be a challenge for kids with IEPs and 504 plans. And when they struggle, one possible response is to give them less schoolwork or simpler assignments. This is called an academic modification. A modification is a change to what a student is taught or expected to do in school.

While modifications can make school easier for kids, they can have serious drawbacks. Watch an expert explain more about modifications.

All public schools have academic standards for what kids are expected to learn in each grade. These apply to reading, math, and other subjects. For instance, third graders are usually expected to learn multiplication.

Modifications change these expectations. They're typically used when a child has trouble keeping up in school.

Take a third grader with math challenges who hasn't mastered addition. A school may offer a modification that keeps the child working on addition, while the rest of the class moves on to multiplication. Or the child could have fewer test questions or less homework. (See other examples of modifications.)

Modifications are controversial. It's true that they can make school less of a struggle for students, including kids who learn and think differently. But the result may be that kids learn less than their peers. They may fall behind on important skills. Over time, this can put them at a big disadvantage.

Dive deeper

Deciding whether to use a modification

Alternatives to modifications

Tell us what interests you

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

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“High Leverage Practices”

HLP11: Identify and prioritize long- and short-term learning goals.

Identifying and prioritizing short- and long-term learning goals should be things written in a students IEP. If so, a teacher can use that, and measure a students test scores based off of how they are doing according to their goals.

HLP13: Adapt curriculum tasks and materials for specific learning goals.

This includes changing the curriculum to fit the needs of the student. And changing the expectations of where the child should be, to where they are and align it with their learning goals.

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This website talks about what SDI is and how it is different from the other kinds of adjustments.

A Specially designed Instruction (SDI) specifically designs the instructions for the student. Chaning things to individualize the curriculum and make it work specifically for the student.  SDI can be for any student with a disability, mental or physical. They may struggle with Multiple Disabilities which included symptoms of difficult speech, and physical injuries (Sequences, 2024).

An example of SDI would be a social skills class. Since students may have cognitive disabilities, they may not always know how to interact with others (Council for Exceptional Children, 2024). Another example would be working in a small group and allowing them to be part of a team and work on a specific thing. And lastly help with the physical needs like working on fine motor skills.

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It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

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“High Leverage Practices”

HLP11 Identify and prioritize long- and short-term learning goals.

Identifying and prioritizing short- and long-term learning goals should be things written in a student's IEP. If so, a teacher can use that and measure a student's test scores based off of how they are doing according to their goals.

HLP13 Adapt curriculum tasks and materials for specific learning goals.

This includes changing the curriculum to fit the needs of the student. And changing the expectations of where the child should be, to where they are and align it with their learning goals.

These are the same for modifications, but they fit with SDI as well because they are focused on the IEP of the student and their long-term learning goals without comparing them to where they are supposed to be.

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This website goes through examples of differentiation uses in the classroom. It also breaks it down into three different types to be able to help explain different activities.

Differentiation is the teachers adjusting to the students needs. If a student needs more hands-on projects, the teacher allows the student more hands-on projects.  A student who may have a language imparienment would use differentiation because it would allow the teacher to adjust to the ways the student can best figure out how to communicate.

An example of differentiation would be setting up different stations that would allow students to learn the same content in different ways(Silverman, 2024). Another example would be putting students together in groups that have similar learning styles so they can have support from their peers(Silverman, 2024). And lastly, instead of making all students take tests, teachers can allow students to show their information in different ways like posters(Silverman, 2024).

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Differentiated instruction is an inclusive approach that acknowledges and accommodates the diverse needs, interests, and readiness of students. Implementing differentiated instruction strategies in the classroom involves making intentional adaptations to ensure all students can access and engage with the curriculum.

Essential Differentiated Instruction Strategies

Differentiation can come in as many forms as there are learners, but a few key differentiated instructional strategies can be useful for effective planning and implementation.

Assess Student Needs: Using ongoing assessment, progress monitoring, and observation to understand the needs, interests, and readiness of students will help you determine when differentiation is needed.

Prepare a Bank of Activities: Designing a range of instructional activities that cater to different learning needs will provide you with options to choose from for differentiation. See the examples section below for some ideas.

Establish Grouping Criteria: Implementing flexible grouping strategies will ensure that students are grouped in ways that support their learning. This may include whole-group instruction, small-group work, peer tutoring, or individualized instruction, depending on the task and student needs.

20 Differentiated Instruction Examples That Will Maximize Learning

The following list provides examples of differentiated instruction that you can use to ensure students have choices for the way that they learn new information, practice skills, and demonstrate understanding.

1. Choice Boards

Choice boards are visual organizers that present a variety of activities or tasks related to a particular learning objective that students can choose from based on their preferences, interests, or readiness levels. During a unit on the Revolutionary War, for instance, a choice board could present the following options for students to choose from to demonstrate their learning:

Create a newspaper article reporting on a major event from the Revolutionary War.

Design an infographic highlighting key figures, battles, and events.

Write a diary entry from the perspective of a soldier or civilian during the war, describing your experiences, feelings, and thoughts.

Create a map of the 13 colonies and surrounding areas during the war with labels for important cities, battle sites, and geographic features.

Act out a skit depicting a scene from the war with historically accurate dialogue and character development.

Try our game board of learning options that you can use for classroom centers, early finishers, and even homework assignments. Students roll a die to determine which activities to complete. We've even included a blank game board option, so you can fill in your own activity ideas if you prefer. You can also check out our choice boards for differentiating instruction and our math choice boards for elementary school.

2. Tic-Tac-Toe

Tic-tac-toe organizes tasks in a grid for students to choose from. Activities vary in complexity and format, and students choose which tasks to complete-based on their interests, strengths, or areas of growth-to achieve a "tic-tac-toe" (three tasks in a row).

3. Think-Pair-Share

Think-pair-share is a routine that allows students to engage with material at their own pace and in a supportive learning environment. Students individually consider a question or prompt, discuss their thoughts with a partner, and then share their ideas with the whole class.

4. Small-Group Instruction

Small-group instruction involves breaking the class into smaller groups based on students' learning needs, interests, or skill levels, and providing targeted instruction or activities to each group. Flexible grouping is essential to meet students' ever evolving needs. For example, analysis of formative assessment data may show that some students in a small group have mastered long vowel sounds and are ready to move on, while others need more intensive instruction. This would indicate a need for regrouping.

5. Tiered Assignments

Tiered assignments offer learners multiple versions of a task, allowing them to work toward the same objectives, but with different levels of support or challenge. For example, the following three assignments all have the same learning objective (students will demonstrate understanding of the life cycle of a butterfly), but with different levels of support:

Students receive pre-cut images and labels of each stage of the butterfly life cycle to paste on a diagram.

Students receive a diagram with blank spaces for each stage for them them to label.

Students create a life cycle poster for a butterfly, including drawings or images and written descriptions for each stage.

6. Jigsaw Method

The jigsaw method allows students to work together in small groups to master specific content or skills, while also providing opportunities for individualized learning. Students are divided into small groups, and each group is assigned a different aspect of a larger topic to become experts on. For example, when learning about ecosystems, students could be divided into the following expert groups: food chains, climate zones, species interactions, human impact, and survival strategies. Then, students from the different groups would come together to share their expertise and develop a more complete understanding of ecosystems together.

7. Curated Content

Curated content empowers teachers to personalize learning experiences by thoughtfully selecting, organizing, and adapting instructional materials to meet student needs related to skill level, interest, accessibility, inclusivity, and relevance. For example, to curate content by skill, a teacher could organize sets of practice problems on fractions into different levels of difficulty, ranging from basic operations to more complex problems involving mixed numbers. This would allow students to practice at their skill level and move forward when they are ready. To curate content by relevance, a teacher might organize case studies of innovative technology by industry and allow students to explore how technology impacts their lives and future career interests.

8. Learning Contracts

Learning contracts are agreements between teachers and students that outline specific learning goals, tasks, and expectations. Students may negotiate aspects of their learning, such as the pace, mode of assessment, or topics of study.

9. Personal Agendas

Personal agendas are task lists written by the teacher that include work for the whole class as well as personalized work that addresses the needs of individual learners.

10. Graphic Organizers

Graphic organizers are visual tools that help students organize and understand information. They can be flexibly implemented to meet various needs. For example, some learners may benefit from concept maps or diagrams, while others may prefer outlines or charts. Use the Venn diagram organizer below to help students find similarities and differences between two topics. Explore our collection of graphic organizers, along with these templates for guiding multilingual students in writing, comprehension, and more.

11. Peer Teaching

Peer teaching leverages students' interactions to enhance learning. Pairs or groups may consist of students with similar abilities working together to reinforce and deepen concepts, or they may include students with different skill levels to providing peer support and scaffolding.

12. Scaffolded Instruction

Scaffolded instruction follows a gradual release model, where teachers initially provide more support and guidance and gradually transfer responsibility to students as they gain confidence and mastery. The level of support or time spent in each stage can be adjusted based on student needs.

13. Varied Timing

Varied timing is an adjustment to the pace of instruction, assignments, or assessments. Some students benefit from extended or flexible timing to complete assignments with support while other students benefit from time to independently explore topics in greater depth.

14. Flipped Classroom Model

The flipped classroom model reverses the traditional instructional approach. Students learn new content outside of class through pre-recorded lectures, readings, or other instructional materials, typically accessed online. Class time is then used for activities, discussions, and collaborative projects to reinforce and apply the learning. This model allows for greater flexibility, personalized learning experiences, and targeted support for students with diverse needs.

15. Self-Assessment with Goal Setting

Self-assessment with goal setting empowers students to reflect on their progress, identify areas of strength and growth, and set personalized goals for improvement. Teachers can help students set achievable goals and provide guidance and resources to help them work towards their objectives.

16. Multisensory Learning

Multisensory learning engages multiple senses (such as visual, auditory, kinesthetic, and tactile) to help students process and retain information more effectively. Offering multiple pathways for integrating sensory information-such as providing an audio recording of a passage in addition to the text-reaches more learners than providing a single sensory experience.

17. Educational Technology

Educational technology can give teachers a snapshot of student progress: how well they're grasping concepts and where they need help. Teachers can then use this data to differentiate instruction. Here are some examples of HMH programs that include differentiated practice:

Waggle: This program for Grades K-8 automatically assigns personalized practice and differentiated ELA and math instruction based on each student's performance.

Writable: This writing program for Grades 3-12 provides teachers with grouping recommendations, feedback, follow-up practice suggestions, and lots of options for differentiating lessons.

: This program for Grades K-5 uses each student's assessment results to place them into 1:1 reading tutoring. For those who also subscribe to HMH Into Reading for Grades K-6, Amira makes content recommendations based on students' assessment and tutoring data.

18. Flexible Seating

Flexible seating involves setting up the classroom to include spaces designated for quiet work, as well as spaces for student collaboration, to be used when best suited to particular learners or tasks.

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Differentiated Instruction Strategies and Examples for Teacher and Student Success

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Here we provide differentiated instruction strategies and examples that teachers can use to ensure students have choices for the way that they learn new information, practice skills, and demonstrate understanding.

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“High Leverage Practices”

HLP17 Flexible Grouping

Flexible Grouping puts students together in groups where studnets can work together to reach a certain goal or finish a certain task. This can allow students who have similar learning styles to support each other and work in a way that they find easy to work.

HLP19 Use assistive and Instructional Technologies

This means allowing students who may struggle in areas to use technology as a tool to help them succeed. For example, if a student struggles to write, then allowing them to use voice to text.

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This website talks about what adaptations are and why they are important.

Adaptation is the changing of the environment to help a student succeed. It changes their surrounding to help them focus and progress.  Students with all different disabilities would apply to adaptations. Any student with a disability can have accommodation made to their environment to help them succeed.

An example of an adaptation would be moving seating around so some students may be ale to work in quiter areas or in areas where they would not be disrupted (Academic Adaptations: What Are They and Why Are They Important?, n.d.). Another example would be having access to technology readily available in the classroom so students who struggle with things like writing, have access to tools that can help them (Academic Adaptations: What Are They and Why Are They Important?, n.d.). And lastly, having things like organizers, notes and posters up in the classroom can allow students to have visuals (Academic Adaptations: What Are They and Why Are They Important?, n.d.).

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POPARD - Provincial Outreach Program for Autism and Related Disorders

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Academic Adaptations: What Are They and Why Are They Important? - POPARD

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As explained in the BC Ministry of Education’s A Guide to Adaptations and Modifications, adaptations are teaching and assessment strategies designed to accommodate individual learning needs to enable students to meet the learning outcomes and demonstrate mastery (BC Ministry of Education, 2012). When planning for student adaptations, adjustments may be made to the way the

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“High Leverage Practices”

HLP15 Flexible Grouping

Scaffolding allows the teacher to slowly start introducing skills to the student and then slowly backing off and allow the student to be independent. Giving the student the tools needed to accomplish the goal and then allowing them to do it themselves.

HLP19 Use assistive and Instructional Technologies

This means allowing students who may struggle in areas to use technology as a tool to help them succeed. For example, if a student struggles to write, then allowing them to use voice to text.