• This resource provides clear definitions, examples, and evidence-based practices related to key special education terms. Designed for new teachers, paraprofessionals, and parents/guardians, it supports the effective implementation of specially designed instruction (SDI) and other inclusive practices.

The term "interventions" refers to evidence-based practices or programs designed to offer assistance to those students experiencing academic or behavioral problems. Usually, these targeted strategies will supplement regular classroom instruction and typically occur in either one-on-one or small-group formats that assist students in achieving greater progress or success.

Applicable Students

Students who are academically challenged generally fit in one of four groups:

• Students who are struggling with academic skills: Those struggling with reading fluency or mathematical application, but not sufficiently enough to qualify them for special education.

• Students within the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) frameworks: This group will begin support prior to a possible determination of eligibility for an Individualized Education Program (IEP).

• Students with identified disabilities under the Individuals with Disabilities Education Act (IDEA): Including those with Specific Learning Disabilities (SLD), Speech or Language Impairments (SLI), or Emotional Disturbances (ED).

• Students requiring behavioral support: This group includes students with Attention-Deficit/Hyperactivity Disorder (ADHD), autistic spectrum disorders, or emotional/behavioral disorders.

Examples of Interventions

• Phonics-Based Reading Intervention: Small-group phonics-based reading interventions will incorporate explicit instruction in phonemic awareness and decoding skills to enable those students to access the curriculum successfully.

• Check-In/Check-Out (CICO) Behavioral Intervention: The student meets their mentor at the beginning and end of every school day; they set daily behavioral goals and then work together to monitor and review progress toward those goals.

• Cover, Copy, Compare (CCC) for Math Facts: A strategy by which the student studies the math problem, covers it, attempts to solve the problem from memory, and then checks the answer against the correct answer.

Additional Resource

Resource Title: Multi-Tiered Frameworks: Understanding RTI, PBIS, MTSS

Summary: This article provides a comprehensive overview of multi-tiered frameworks, including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), explaining how they integrate within the Multi-Tiered System of Supports (MTSS) to address diverse student needs.

Link: https://studentbehaviorblog.org/multi-tiered-frameworks-understanding-rti-pbis-mtss/

High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Intensive, Systematic Instruction for Some Students (Tier 2)

Summary: This practice involves providing intensive, systematic instruction on foundational reading skills in small groups to students who score below benchmark levels. Instruction is explicit, with frequent opportunities for student practice and feedback, occurring multiple times per week.

Link: https://www.readingrockets.org/topics/rti-and-mtss/articles/best-practice-rti-intensive-systematic-instruction-some-students-tier

Differentiation refers to a way of teaching that adjusts methods, materials, and assessments to best meet the great diversity present in different students. It provides the chance for every student-taking into consideration differences in ability, learning style, or background-to experience meaningful learning.

2. Applicable Students

Differentiation applies to all students, but it is particularly beneficial for:

• Students with learning disabilities, that could be them suffering from dyslexia, their ADHD, or an autism disorder.

• Students with ELL andimmediate language support.

• Gifted and talented ones who are allowed enriched work.

• Students having different learning modes like visual, auditory, or kinesthetic.

3. Three Examples of Differentiation

Content Differentiation:

• Teachers offer students different readings, still based on leveled materials, for example, they can offer different leveled texts on the same subject in their history class.

Process Differentiation:

• Let students learn via hands-on activities, group discussions, or independent research.

Product Differentiation:

• Students have options to show what they have learned-in-essays, videos, or posters

4. Additional Resource

Differentiation in the Classroom: Strategies for Success

Summary: This article outlines practical strategies for differentiating instruction across grade levels and subject areas, ensuring all students receive appropriate support and challenge.

Link: https://www.edutopia.org/article/differentiated-instruction-strategies

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Providing Scaffolded Support for Diverse Learners

Summary: This practice emphasizes adjusting instruction by offering structured guidance and support based on individual student needs, helping them progress toward mastery.

Link: https://iris.peabody.vanderbilt.edu/module/sca/

Accommodations are changes in how a student learns or demonstrates knowledge without altering learning expectations. These adjustments provide equal access to instruction and assessments while keeping academic standards the same.

2. Applicable Students

Accommodations are typically provided to students who:

• Have an Individualized Education Program (IEP) or 504 Plan under IDEA.

• Have learning disabilities (e.g., dyslexia, dysgraphia, dyscalculia).

• Have physical disabilities affecting mobility, vision, or hearing.

• Have ADHD, autism, or anxiety disorders that impact learning.

3. Three Examples of Accommodations

Presentation Accommodations

• Providing audiobooks, large print materials, or screen readers for students with visual impairments or reading difficulties.

Timing Accommodations

• Allowing extra time on tests or assignments for students with processing delays.

Setting Accommodations

• Offering a quiet, distraction-free environment for students with ADHD or anxiety.

4. Additional Resource

Resource Title: Understanding Accommodations for Students with Disabilities

Summary: This resource explains different types of accommodations and their role in supporting students with disabilities while maintaining academic expectations.

Link: https://www.understood.org/en/articles/accommodations-what-they-are-and-how-they-work

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Use of Assistive Technology to Support Learning

Summary: This practice focuses on incorporating tools such as text-to-speech software, speech-to-text applications, and adaptive keyboards to help students access content.

Link: https://www.atia.org/assistive-technology/resources/

Adaptations are changes made to the instructional environment, teaching strategies, or curriculum to help students access and engage with learning. Unlike accommodations, adaptations may slightly alter the learning expectations while still aligning with the curriculum.

2. Applicable Students

Adaptations are often used for:

• Students with significant disabilities (e.g., intellectual disabilities, autism, multiple disabilities).

• Students with cognitive processing difficulties who need content adjusted to their abilities.

• Students who require an IEP where modifications are not necessary, but extra support is needed.

3. Three Examples of Adaptations

Simplifying Language in Assignments

• Rewriting instructions or reading materials using simplified vocabulary for students with language processing challenges.

2. Providing Hands-On Learning Materials

• Using tactile objects or visual supports (e.g., graphic organizers, manipulatives) for students who learn best through kinesthetic experiences.

3. Allowing Alternative Response Formats

• Letting students demonstrate learning through oral responses, visual presentations, or hands-on projects instead of traditional written assignments.

4. Additional Resource

Resource Title: Adapting Instruction for Diverse Learners

Summary: This guide provides practical strategies for adapting instruction to meet the needs of students with disabilities while maintaining engagement in general education content.

Link: https://www.readingrockets.org/article/adapting-instruction-diverse-learners

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Scaffolding Instruction for Students with Disabilities

Summary: This practice focuses on providing structured support, such as step-by-step guidance, modeling, and visual cues, to help students access grade-level content.

Link: https://iris.peabody.vanderbilt.edu/module/sca/

Modifications are changes to what a student is expected to learn. Unlike accommodations or adaptations, modifications alter learning expectations, meaning students may work on different learning goals than their peers.

2. Applicable Students

Modifications are typically provided for:

• Students with significant cognitive disabilities who require alternative learning expectations.

• Students with Individualized Education Programs (IEPs) whose goals differ from grade-level standards.

• Students who need a simplified or alternative curriculum to meet their individual learning needs.

3. Three Examples of Modifications

1. Simplifying Curriculum Content

• A student in a general education history class may focus on learning key historical figures rather than analyzing complex historical events.

2. Reducing the Number of Assignments

• Instead of completing 20 math problems, a student may be required to complete five essential problems.

3. Alternative Grading System

• A student may be graded based on progress toward individualized learning goals rather than standard grade-level expectations.

4. Additional Resource

Resource Title: Understanding Modifications in Special Education

Summary: This resource provides an overview of modifications, including how they differ from accommodations and when they are appropriate for students with disabilities.

Link: https://www.understood.org/en/search-results?query=Modifications

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Individualizing Instruction for Students with Disabilities

Summary: This practice emphasizes tailoring instructional goals and content to align with a student’s abilities and needs, ensuring meaningful learning experiences.

Link: https://iris.peabody.vanderbilt.edu/module/iep01/

Specially Designed Instruction (SDI) refers to personalized teaching strategies and methods used to meet the unique needs of a student with a disability. SDI is outlined in a student’s Individualized Education Program (IEP) and focuses on adapting content, teaching methods, and instructional delivery to ensure access to the general curriculum.

2. Applicable Students

SDI is specifically designed for:

• Students with disabilities who have an IEP under the Individuals with Disabilities Education Act (IDEA).

• Students who require specialized instruction beyond general classroom differentiation.

• Students with significant learning, cognitive, or developmental disabilities needing tailored teaching approaches.

3. Three Examples of Specially Designed Instruction (SDI)

1. Explicit Phonics Instruction for Reading Disabilities

• A student with dyslexia may receive systematic, multi-sensory phonics instruction to improve reading skills.

2. Task Analysis for Students with Intellectual Disabilities

• Breaking down a multi-step math problem into smaller steps and explicitly teaching each step to build independence.

3. Social Skills Training for Students with Autism

• Direct instruction on communication, social interaction, and problem-solving strategies tailored to individual student needs.

4. Additional Resource

Resource Title: What Is Specially Designed Instruction?

Summary: This resource explains how SDI differs from general education teaching strategies, provides examples, and outlines how it is implemented within an IEP.

Link: https://www.understood.org/en/search-results?query=specially%20designed%20instruction

5. High-Leverage Practice (HLP) or Evidence-Based Practice (EBP)

HLP: Intensive Instruction to Support Student Learning

Summary: This practice focuses on using structured, research-based interventions to support students with disabilities in acquiring essential academic and functional skills.

Link: https://iris.peabody.vanderbilt.edu/module/intensive-instruction/