Initial strategies or tactics used by educators to try to overcome the difficulties a student is facing BEFORE referring a student to the evaluation process for special education.

Who do they apply to?

Interventions may be appropriate for students who are struggling with content, yet have not been diagnosed with a disability. Students behind on content due to missed school days may require interventions, for example.

Examples:

Additional reading supports to ensure that students are comprehending the materials presented.

Entry check-in systems to more effectively gauge the present mood and learning capability of students.

Small-group instruction to more effectively reach learners.

Additional information on interventions can be found at https://intensiveintervention.org/special-topics/special-education. The National Center on Intensive Intervention at the American Institutes for Research focuses on data-based intervention and intervention adaptation.

High Leverage Practice: Small group and one-on-one instruction.

https://web.teachtown.com/blog/small-group-instruction/

Evidence Based Practice: Multi-Tiered System of Supports.

https://mtss4success.org/essential-components

The manner in which educators create variation in their lessons to cater to the specific strengths and learning styles of individual students.

Who do they apply to?

Differentiation applies to all students, and all learners for that matter. Due to the fact that every learner is different, differentiation describes the variation in presentation we use to reach everyone.

Examples:

Creating variations in reading materials in order to present a lesson to students.

Giving students options on how they are able to respond to a question or assignment.

Manipulatives in order to more effectively present material to a student.

Additional information about differentiation can be found at https://ctl.stanford.edu/differentiated-instruction. The Stanford Center for Teaching and Learning has a 50-year track record of extensive work in the study and advancement of teaching and learning.

High Leverage Practice: Differentiation in instructional elements.

https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p04/

Evidence Based Practice: Flexible Grouping

https://www.understood.org/en/articles/what-is-flexible-grouping

Alterations or changes an educator makes to the learning or response process for a student without the modification of the actual content.

Who do they apply to?

Accommodations are granted to students who have been diagnosed with a disability and have either an IEP or 504 plan. These can be given to all students in order to enhance their ability to learn, but must be documented for students with disabilities.

Examples:

Additional time or work days for assignments, quizzes, and tests.

Electronic reading technology to ensure material is read to student correctly if student cannot read material.

Providing multiple formats of assignments (lecture, video, written) for those who consume information differently.

Additional information about accommodations can be found at https://www.parentcenterhub.org/accommodations/. The Center for Parent Information and Resources empowers parents to understand the terminology and the processes within IDEA as well as the reception and execution of an IEP.

High Leverage Practice: Providing Feedback

https://www.naset.org/publications/classroom-management-series/series-v-archive/part-9-providing-feedback

Evidence Based Practice: Extension of time for completion of assignments.

https://www.parentcenterhub.org/iep-assessments/

Changes to the logistics or environment of the learning process. These can include changes to location, materials, or tact, but are not necessarily modifications.

Who do they apply to?

These are also given to students with disabilities to act as supports for the learning process without modification to the material.

Examples:

Fidgets for students who have issues with restlessness and lack of focus.

Large print reading materials for students with visual disabilities.

Weighted vests for students with sensory issues that create difficulty focusing.

Additional information on adaptations can be found at https://www.theintentionaliep.com/9-types-of-adaptations/. The Intentional IEP is a child-focused website geared toward empowering both students and teachers toward more fruitful educational experiences.

High Leverage Practice: Alteration of content in accordance with a student's individual IEP goals.

https://iris.peabody.vanderbilt.edu/module/agc/cresource/q2/p12/

Evidence Based Practice: Use of technology to enhance student experience and engagement with content being learned.

https://elearningindustry.com/use-of-technology-in-special-education

Changes to the actual substance of what a student is learning. These changes can include reduced workload, altered content, and altered standards catered to an individual based on their IEP and specific individual needs.

Who do they apply to?

Modifications are designated for students who have been diagnosed with a disability and have an IEP.

Examples:

Alteration of an assignment in its entirety to more accurately fit a student's IEP goals.

Grading based on a student's individual IEP goals and specific abilities.

Reduction in the amount of questions that must be answered by a student.

Additional information about modifications can be found at https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications. Understood is a national nonprofit that has amalgamated a catalog of resources on their site, so that all learners can succeed.

High Leverage Practice: Alteration of specific content and learning requirements based on a student's IEP goals and individual abilities.

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

Evidence Based Practice: Use of reading level-appropriate instructional material to promote comprehension.

https://www.naset.org/publications/ld-report/improving-reading-skills-in-students-below-grade-level-a-literature-review

Describes the individual approach to educating a student based on their disability as outlined in their IEP. This can include alterations in content, presentation, and expectations in order to provide the desired outcome for the student.

Who do they apply to?

Students who are diagnosed with a disability and are being instructed by a special education instructor as part of an IEP.

Examples:

Reading materials that include imagery for students who cannot identify words by sight.

Physical objects for students to use in solving math problems.

Video questions for students who struggle with the written word.

Additional information on Specially Designed Instruction can be found at https://exceptionalchildren.org/topics/specially-designed-instruction. The Center for Exceptional Children is an international nonprofit motivated by policy advocacy as well as professional development as they relate to special education.

High Leverage Practice: Scaffolded supports act as training wheels that can be used temporarily as a student increases their grasp of material.

https://highleveragepractices.org/hlp-15-use-scaffolded-supports

Evidence Based Practice: Teach students IEP-appropriate methods of problem solving that can be applied across their learning experience.

https://everydayspeech.com/blog-posts/no-prep-social-skills-sel-activity/teaching-problem-solving-skills-to-special-education-students/