Who it applies to:
Interventions are used for any student falling behind, regardless of disability status. They are a key part of Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) before a student is referred for special education evaluation.

Examples:

1. A third grader who reads below grade level is placed in a small group for 30 minutes each day to practice phonics using a research-based reading program.

2. A student who frequently calls out in class participates in a behavior chart system that tracks appropriate behavior with rewards given at the end of each day.

3. A kindergartener struggling with number recognition receives one-on-one flashcard drills three times a week and uses counting games on a tablet.

Helpful Resource:
Best Practices and Interventions in Special Education: How Do We Know What Works? by Spaulding, L. S. (2009) – Explains how teachers can select and evaluate intervention strategies.
https://files.eric.ed.gov/fulltext/EJ967819.pdf

HLP/EBP:
HLP 6: Use explicit instruction – Clear step-by-step teaching with practice and feedback.
https://highleveragepractices.org/701-2/

Who it applies to:
This approach supports all students, especially those with disabilities, English learners, gifted students, or those with different learning styles.

Examples:

1. During a lesson on main ideas, one student listens to an audiobook, another reads a physical book, and a third watches a video clip with the same content.

2. In a science project, students choose whether to write a report, create a poster, or build a model to explain the water cycle.

3. A teacher assigns math problems at three different difficulty levels to match each student's current skill level while teaching the same concept of multiplication.

Helpful Resource:
Zhang, L., et al. (2024). Personalization, Individualization, and Differentiation. Explains how differentiation supports students with disabilities.
https://doi.org/10.1080/09362835.2024.2446219

HLP/EBP:
HLP 19: Use flexible grouping – Groups change based on what students need.
https://highleveragepractices.org/hlp19/

Who it applies to:
Accommodations are for students with disabilities who need support to access general education. This includes students with IEPs and 504 plans.

Examples:

1. A student with a hearing impairment uses captioned videos and a seat close to the teacher to better hear and understand lessons.

2. A student with dyslexia receives extra time on written assignments and is allowed to use a text-to-speech device.

3. A student with ADHD takes tests in a distraction-free room and is given breaks to improve focus.

Helpful Resource:
Malouf, D. B. (2005). Accommodation Research to Guide Practice. Reviews best practices for choosing and using accommodations.
https://doi.org/10.1177/073724770503100108

HLP/EBP:
IRIS Module: Providing Accommodations – An interactive resource explaining how and why to use accommodations.
https://iris.peabody.vanderbilt.edu/module/acc/

Who it applies to:
Students who need additional support due to learning, sensory, or physical challenges but are still working on grade-level content benefit from adaptations.

Examples:

1. A student with a visual impairment is given a tactile graphic organizer to understand story structure.

2. A student with autism uses a picture schedule to follow the day’s classroom routine and reduce anxiety.

3. A student with handwriting difficulties uses voice-to-text software to complete writing assignments while still producing grade-level work.

Helpful Resource:
Weinfeld, R., et al. (2005). What We Have Learned. Discusses adaptations for students with both strengths and learning challenges.
https://doi.org/10.1177/004005990503800109

HLP/EBP:
HLP 16: Use explicit instruction with scaffolding – Build in supports and slowly remove them as students succeed.
https://highleveragepractices.org/hlp16/

Who it applies to:
Students with significant cognitive disabilities or those in self-contained settings with alternate curriculum plans.

Examples:

1. A high school student in a life skills program practices identifying coins and bills instead of completing the standard algebra unit.

2. A fourth grader writes three-sentence summaries instead of a five-paragraph essay, with content tailored to their reading level.

3. A middle school student learning about the solar system is expected to identify only three planets instead of all eight.

Helpful Resource:
Barron, K. (2024). What Is Known About Curriculum Modifications? – A review of when and how to use modifications for students with higher needs.
https://doi.org/10.5206/eei.v34i2.15599

HLP/EBP:
HLP 12: Systematically design instruction toward a learning goal – Create personalized goals that build foundational knowledge.
https://highleveragepractices.org/hlp12/

Who it applies to:
Only students with an active IEP under IDEA receive SDI. It is required when a disability affects their ability to succeed with general instruction alone.

Examples:

1. A second grader with a learning disability meets daily with the special education teacher for 30 minutes to practice reading comprehension using multi-sensory tools.

2. A fifth grader with autism receives structured lessons in social skills and practices role-playing conversations in a small group.

3. A third grader with a language disorder receives SDI in vocabulary development through picture cards, verbal repetition, and sentence-building games.

Helpful Resource:
Rodgers, W. J., et al. (2021). Defining Specially Designed Instruction. A review of what SDI looks like in practice.
https://doi.org/10.1111/ldrp.12247

HLP/EBP:
HLP 14: Teach cognitive and metacognitive strategies – Teach students how to think about and plan their learning.
https://highleveragepractices.org/hlp14/