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Interventions- directed actions, strategies or programs made to focus on specific learning or behavioral challenges in students.

Who can Receive: Students who qualify for interventions fall under one or more of the following IDEA disability categories.

Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

Other Health impairments (OHI)

Asthma

ADHD/ADD

Epilepsy

Diabetes

Heart conditions

Hemophilia

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Tourette syndrome

Autism/Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

Emotional Disturbance

Anxiety

Depression

Speech/ language Impairment

Hearing loss

Neurological disorders

Brain injury

Drug abuse

Physical impairments such as cleft lip/palate or vocal abuse/misuse

Intellectual Disability (ID)

Deaf-Blind

Orthopedic Impairment (OI)

Traumatic Brain Injury (TBI)

Developmental Delay

Examples of interventions:

1. Reading intervention- Having the student(s) in a small group or on-on-one with the teacher. It will help build their confidence and the teacher can focus on the problem area like fluency, phonics or comprehension.

2. Behavioral intervention- For students who need behavioral intervention things like frequent breaks, structured routines, positive reinforcement or a visual schedule are ways to help them. Things like a token reward system can also be used.

3. Math intervention- For a student who needs math intervention using things like manipulatives help to reiterate the math lesson. Hands-on activities, visuals aids or small group instruction can also help.

Article:  What is Intervention in Education? Insights for K-12 Educators | HMH

Interventions in education are strategies that are implemented to help support students who are facing academic, behavioral or emotional challenges. These strategies are targeted for these individual students and are to help them reach their full potential.

High leverage practices (HLP): IRIS | High-Leverage Practices

HLP #1: Collaborating with Professionals

Teachers work with specialists such as a speech therapist to create effective interventions for the student.

HLP #6: Using Assessment Data to Inform Instruction

Collecting data regularly helps tailor interventions for students.

HLP #16: Providing Explicit Instruction

Structured lessons with direct and clear modeling to help students in learning.

HLP #18: Using Strategies to Promote Active Student Engagement

Using techniques such as scaffolding, questioning, and interactive activities to support student learning.

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Differentiation- An approach to teaching where the teacher modifies the lesson, teaching methods, resources, and assessments to adapt to the diverse learning needs, abilities or interest of the students.

Who can Receive: Students who qualify for an IEP under IDEA require differentiated instruction to meet their diverse learning needs.

Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

Other Health Impairments (OHI)

Asthma

ADHD/ADD

Epilepsy

Diabetes

Heart conditions

Hemophilia

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Tourette syndrome

Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

Speech/ Language Impairments (SLI)

Hearing loss

Neurological disorders

Brain injury

Drug abuse

Physical impairments such as cleft lip/palate or vocal abuse/misuse.

Examples:

Differentiating Content (What students learn)

· Using video’s, audiobooks, or graphic novels as an alternative to traditional reading.

· Giving the students a choice board to select from a variety of topics for an assignment.

· Providing a text based on the student’s different reading level/ability.

Differentiating Product (How students show learning)

· Letting students choose their own assessment format such as a report, video, or presentation.

· Letting students do an oral assessment instead of a written assessment.

· Letting students make their own project based on their interests/skill level.

Differentiating Process (How students learn)

· Grouping students based on their skill level

· Giving students hands-on activities instead of lectures

· Giving guided instruction to the students who need it and letting others work independently.

Article: What is differentiated instruction?

· Differentiated instruction is an approach that teachers use that changes the instruction to fit the students different learning needs.

Evidence Based Practices: AbleSpace Blog - 8 Best Evidence-Based Practices in Special Education

Evidence-Based Practices in Special Education  - K Altman Law

Universal Design for Learning (UDL)

· Creating a lesson with multiple means of engagement.

Peer-Assisted Learning Strategies (PALS)

· Having students help other students with the lesson.

Flexible Grouping Strategies

· Creating small groups but making sure that it is not the same students every time. When creating them putting a mixture of strong students and struggling students.

Choice Based Assignments

· Letting students choose how they show off their understanding from using things like presentations, oral/written reports, power point etc.

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Accommodations- Changes that are made to the teaching environment, curriculum, or assessments to help students with special needs so they can learn just as a general education student.

Who can Receive: Any student who falls under these categories can receive accommodations.

· Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

Dyscalculia

Dysgraphia

· Other Health Impairments (OHI)

Asthma

ADHD/ADD

Epilepsy

Diabetes

Heart conditions

Hemophilia

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Tourette syndrome

· Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

· Speech/ Language Impairments (SLI)

Hearing loss

Neurological disorders

Brain injury

Drug abuse

Physical impairments such as cleft lip/palate or vocal abuse/misuse.

· Deaf-Blind

· Emotional Disturbance

· Students with a 504 plan

· English Language Learners (ELLs) with disabilities

· Students with temporary disabilities/medical needs

Examples:

· Extended Time on test and assignments

Students who struggle with testing anxiety or do not understand the assignment, this gives them more time to process the information and helps reduce task as they can take their time.

· Preferential seating

This allows the student to sit closer to the teacher or board where they are away from distractions. It helps improve focus and comprehension.

· Text-to-speech/audiobooks

This allows students who struggle with comprehension or have dyslexia to listen to the content without struggling.

· Article: DSF - What are Accommodations

Accommodations are adjustments made in the classroom environment, the teaching method or even the assessment process to help support a student with learning difficulties. These changes help the student be able to understand the content without changing the academic expectations.

·High-leverage practices (HLPs) IRIS | High-Leverage Practices

HLP #1: Collaborating with Professionals

-Teachers work with other professionals like a speech therapist or an occupational therapist to get effective accommodations for the student.

HLP #16: Providing Explicit Instruction

-Breaking down instructions into clear steps for students who need an accommodation like guided practice.

HLP #19: Using Assistive and Instructional Technology

-Using tools like audiobooks, speech-to-text or larger print to help students.

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· Adaptations- Modifications made in order to make learning more easily available to students, these could be changes in the content or instructional strategies.

· Who can Receive: Students with an IEP under the IDEA act can receive adaptations.

· Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

· Other Health impairments (OHI)

Asthma

ADHD/ADD

Epilepsy

Diabetes

Heart conditions

Hemophilia

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Tourette syndrome

· Autism/Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

· Emotional Disturbance

Anxiety

Depression

· Speech/ language Impairment

Hearing loss

Neurological disorders

Brain injury

Drug abuse

Physical impairments such as cleft lip/palate or vocal abuse/misuse

· Intellectual Disability (ID)

· Deaf-Blind

· Orthopedic Impairment (OI)

· Traumatic Brain Injury (TBI)

· Developmental Delay

· Students with a 504 plan

· English Language Learners (ELLs)

· Students with temporary medical needs

· Examples:

1. Adaptations in instruction

- Offering a hands-on approach for students who struggle with traditional text

- Using a visual schedule

2. Adaptations in assessment

- Allowing verbal responses instead of written for students who struggling with writing.

- Using an alternate format for an assessment such as an oral presentation, project, or digital responses.

3. Adaptations in the learning environment

- Adjusting the lights for students with sensory impairments.

- Allowing students to have frequent movement breaks to help with attention difficulties.

Article: 5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

This article outlines 5 different types of adaptations. These adaptations are used to create an inclusive classroom where all students can access and engage in the curriculum.

High-leverage practices (HLPs) IRIS | High-Leverage Practices

HLP #6: Using Assessment Data to Guide Instruction

Reviewing students' progress on a regular basis to adjust adaptations accordingly.

HLP #3: Collaborating with Families

Keeping the parents involved in the discussion about their child learning needs helps how effective the adaptations are.

HLP #13: Adapt curriculum tasks and materials for specific learning goals

Making changes with the curriculum so all students can access it no matter their learning difficulties.

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Modifications- Changes in what a student is required to learn to fit their abilities.

Who can Receive: Students who qualify for special education services under IDEA.

Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

· Autism/Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

Students with Multiple Disabilities

Intellectual Disability (ID)

Students with a 504 plan (in limited cases)

504 plans usually provide accommodations rather than modifications but for students with severe disabilities who do not qualify for an IEP can get a modified workload. This is on a case-by-case basis.

English Language Learners (ELLs) (in limited cases)

ELLs usually receive accommodations but for newcomers who have limited formal education they can receive temporary modifications while they develop language skills.

Students with severe medical needs

Examples:

1. Modified Assignments

- Someone who has an intellectual disability may have a modified assignment such as fewer math problems than other students or simpler equations.

2. Simplified Reading Materials

- Students with a reading disability may read a shortened version of the text instead of the full-grade level text.

3. Alternative assignments

- Instead of a writing assignment, a student with a cognitive disability can create a visual project or give an oral presentation to show their understanding.

Article: What are academic modifications?

Modifications are changes to what a student is expected to learn to make it tailored to their needs.

Evidence Based Practices: AbleSpace Blog - 8 Best Evidence-Based Practices in Special Education

Universal Design for Learning (UDL)

Giving the student content that they are able to do but making sure they are engaged, and the content is at their academic level.

Differentiated Instruction (DI)

Instructions that are customized to the students’ academic needs.

Assistive Technology

Using a text-to-speech software, visual supports, to reinforce the learning concept will help students who have reading difficulties.

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Specially Designed Instruction (SDI)- Instructions that are made specifically for a student and are tailored to their individual needs.

· Who can Receive: Students who qualify for special education services under the IDEA act. Students must have an IEP to receive SDI.

· Specific Learning Disabilities

Perceptual disabilities

Brain injury/ minimal brain dysfunction

Dyslexia

Developmental aphasia

Dyscalculia

Dysgraphia

· Other Health impairments (OHI)

Asthma

ADHD/ADD

Epilepsy

Diabetes

Heart conditions

Hemophilia

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Tourette syndrome

· Autism/Autism Spectrum Disorder (ASD)

Autism

Asperger’s syndrome

Childhood disintegrative disorder

Pervasive developmental disorder

· Emotional Disturbance

Anxiety

Depression

· Speech/ language Impairment

Hearing loss

Neurological disorders

Brain injury

Drug abuse

Physical impairments such as cleft lip/palate or vocal abuse/misuse

· Intellectual Disability (ID)

· Deaf-Blind

· Orthopedic Impairment (OI)

· Traumatic Brain Injury (TBI)

· Multiple Disabilities

Examples:

1. The use of an interpreter

2. Speech Therapy

3. Occupational Therapy

Article: Overview

Specially designed instruction means taking the content or delivery of the instructions and tailoring it to the unique needs of the student.

High-level Practices IRIS | High-Leverage Practices

HLP # 1: Collaborating with colleagues

Working with the general education teacher, therapist and/or specialist to correlate SDI with the curriculum goals.

HLP #3: Collaborating with families

Involving parents in the SDI process so they can reinforce these strategies at home.