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.  

"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). 

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).   

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.  

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.    

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.  

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.   

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.  

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).  

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.  

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.).  

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.