Who Applies: Students who struggle with skills or behaviors, including those with learning disabilities, emotional disturbances, or other exceptionalities, may receive specific interventions. 

Examples:

1. Reading remediation programs for students with reading difficulties.

 2. Behavioral support plans for students exhibiting disruptive behavior.

 3. Math intervention groups focused on foundational skills. 

Additional Resource:

- Title: "Response to Intervention (RTI): A Guide for Educators" 

- Description: Provides an overview of RTI and how interventions are implemented to support student success. 

- Link: (https://rti4success.org/)  

High-Leverage Practices (HLPs):

- Implementing Evidence-Based Interventions — Focuses on selecting and applying research-based strategies to improve student outcomes.

Link: (https://highleveragepractices.org/)

Differentiation is the process of tailoring instruction to meet the diverse needs of learners within a classroom by adjusting content, process, or product based on students’ readiness, interests, or learning profiles.

Who Applies:

All students benefit from differentiation, especially those with diverse needs such as students with disabilities, English language learners, or gifted learners.

Examples:

1. Providing different reading texts based on students’ reading levels. 

2. Allowing students to choose project topics aligned with their interests. 

3. Using varied assessment formats (visual, oral, written).

Additional Resource:

- Title: "Differentiated Instruction Articles and Resources for Teachers" 

- Description: The website offers articles and resources to help teachers implement differentiated instruction, tailoring teaching strategies to meet diverse student needs and improve learning outcomes.

- Link: (https://www.hmhco.com/blog/differentiated-instruction-articles-resources-for-teachers?srsltid=AfmBOopCRm-JRXwcVqZqJ9HHDHnQf6S3_Le3wBwn6p7Wz22guqLODkz7 )

Evidence-Based Practices (EBPs):

- Title: “Guide to Evidence-based Practices”

- Description: This website provides an overview of differentiated instruction strategies to help educators tailor their teaching methods to meet diverse student needs and promote inclusive learning environments. It emphasizes practical approaches for differentiating content, process, and assessment to enhance student engagement and success.

- Link: https://tats.ucf.edu/wp-content/uploads/sites/32/2018/12/Differentiated-Instruction-4-dec.pdf )

Accommodations are changes in how a student accesses the curriculum or demonstrates their knowledge without altering the instructional level or learning expectations.

Who Applies:

Students with disabilities under IDEA, including those with specific learning disabilities, emotional disturbances, or physical impairments, who need support to access the general education curriculum.

Examples:

1. Extended time on tests or assignments. 

2. Use of a calculator during math tests. 

3. Preferential seating to reduce distractions.

Additional Resource:

- Title: "Essential Accommodations in Education To Empower Student Success" 

- Description: The website provides an overview of seven essential types of special education accommodations that support students with disabilities in achieving academic success. It explains how these accommodations help ensure equal access and facilitate learning for all students.

- Link: (https://www.educationadvanced.com/blog/special-education-accommodations-7-types-to-know)   

Evidence-Based Practices (EBPs):

- Title: “Common accommodations and modifications in school”

- Description: This website provides an overview of common classroom accommodations and modifications designed to support students with learning differences, ensuring they have equal access to education. It explains various strategies educators can use to meet diverse student needs effectively.

- Link: (https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications)

Adaptations involve modifying the instructional materials or activities to better match the abilities or needs of students, sometimes changing the curriculum content or expectations.

Who Applies:

Students with significant disabilities or those who require substantial support, such as students with autism spectrum disorder or intellectual disabilities, who need modifications to participate meaningfully.

Examples:

1. Simplifying reading materials for students with cognitive delays. 

2. Using visual supports to aid understanding. 

3. Allowing a student to complete fewer math problems for mastery.

Additional Resource:

- Title: "Adapting Curriculum for Students with Special Needs Series" 

- Description: The website provides an overview of curriculum adaptations, explaining how educators can modify instruction and materials to meet the diverse needs of students with disabilities, ensuring equitable access to the learning environment. 

-Link:(https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/Classroom_Management/Series_VII/Series_VII_Part_1-What_are_curriculum_adaptations.pdf)

Evidence-Based Practices (EBPs):

- Title: “Cultural adaptations of behavioral health interventions: a progress report”

- Description: The article explores how self-control influences academic achievement, emphasizing that students with higher self-control tend to perform better academically and are more likely to succeed in school-related tasks.

- Link: (https://doi.org/10.1037/a0027085)

Modifications are significant changes to what a student is expected to learn or demonstrate, often altering the standard curriculum to match the student’s abilities.

Who Applies:

Students with severe disabilities or those receiving extensive supports, such as students with intellectual disabilities, who need a different set of learning goals.

Examples:

1. Replacing grade-level math standards with basic life skills. 

2. Reducing the number of tasks required on an assignment. 

3. Using adapted curriculum aligned with the student’s individualized goals.

Additional Resource:

- Title: "Supports, Modifications, and Accommodations for Students" 

- Description: This website explains that accommodations are adjustments or supports provided to help students with disabilities access learning, differing from modifications which alter the curriculum itself. It emphasizes that accommodations enable students to participate fully without changing what they are expected to learn. 

- Link: (https://www.parentcenterhub.org/accommodations/#:~:text=Usually%20a%20modification%20means%20a,or%20work%20around%20the%20disability.)

Evidence-Based Practices (EBPs):

- Title: “Implementing Evidence Based Practices in Special Education”

-  Description: The website emphasizes the importance of adapting evidence-based practices (EBPs) in special education to meet the diverse needs of students, ensuring effective implementation through proper training and contextualization. It highlights that successful EBP integration requires consideration of individual student backgrounds and needs.

- Link (https://magrid.education/implementing-evidence-based-practices-in-special-education/#:~:text=EBPs%20must%20be%20adapted%20to,with%20various%20backgrounds%20and%20needs.)

SDI refers to teaching methods and strategies that are intentionally planned and tailored to meet the unique needs of students with disabilities, ensuring access and progress in the general curriculum.

Who Applies: 

Students with disabilities receiving special education services under IDEA, including those with various exceptionalities such as learning disabilities, emotional disturbances, or physical disabilities.

Examples: 

1. Using visual schedules for students with autism. 

2. Providing explicit instruction for students with reading disabilities. 

3. Incorporating assistive technology to support writing.

Additional Resource:

- Title: "SDI (Specially Designed Instruction) Resources for Co-Teachers" 

- Description: This website offers specialized resources on specially designed instruction to support co-teachers in providing effective, inclusive education for students with diverse learning needs. It serves as a valuable tool for enhancing collaborative teaching strategies and improving student outcomes.

- Link: (https://ttaconline.org/Resource/JWHaEa5BS76yevjkXBOgkg/Resource-sdi-specially-designed-instruction-resources-for-co-teachers)

Evidence-Based Practices (EBPs):

- Title: In practical terms, specially designed instruction (SDI) is instruction that is tailored to a particular student.

- Description: This website provides resources and guidance on high-leverage practices for implementing specially designed instruction to support diverse learners effectively. It offers strategies, research, and tools for educators to enhance their instruction tailored to individual student needs.

- Link: (https://highleveragepractices.org/topics/specially-designed-instruction#)

Barrera, M., Jr, Castro, F. G., Strycker, L. A., & Toobert, D. J. (2013). Cultural adaptations of behavioral health interventions: a progress report. Journal of consulting and clinical psychology, 81(2), 196–205. https://doi.org/10.1037/a0027085

Center for Parent Information & Resources. (2020). Supports, modifications, and accommodations for students. CPIR.https://www.parentcenterhub.org/accommodations/#:~:text=Usually%20a%20modification%20means%20a,or%20work%20around%20the%20disability

Dicky, C. (2024). Essential accommodations in education to empower student success. Education Advanced.https://www.educationadvanced.com/blog/special-education-accommodations-7-types-to-know

High-Leverage Practices for Students with Disabilities. (2024). High-leverage practices
for students with disabilities. HLP. https://highleveragepractices.org

High-Leverage Practices for Students with Disabilities. (2024). In practical terms, specially designed instruction (SDI) is instruction that is tailored to a particular student. HLP. https://highleveragepractices.org/topics/specially-designed-instruction#

Magrid. (2024). Implementing evidence-based practices in special education. Magrid. https://magrid.education/implementing-evidence-based-practices-in-special-education/#:~:text=EBPs%20must%20be%20adapted%20to,with%20various%20backgrounds%20and%20needs.

Mel, Z. D. (2023). Differentiated instruction articles and resources for teachers. HMH.https://www.hmhco.com/blog/differentiated-instruction-articles-resources-for-teachers?srsltid=AfmBOopCRm-JRXwcVqZqJ9HHDHnQf6S3_Le3wBwn6p7Wz22guqLODkz7

Morin, A. (2024). Common accommodations and modifications in school. Understood.https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications

National Association of Special Education Teachers. (2024). Adapting curriculum for students with special needs series. NASET.https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/Classroom_Management/Series_VII/Series_VII_Part_1-What_are_curriculum_adaptations.pdf

Technical Assistance and Training System. (2020). Guide to evidence-based practices. TATS. https://tats.ucf.edu/wp-content/uploads/sites/32/2018/12/Differentiated-Instruction-4-dec.pdf

TTAC Online. (2017). SDI (specially designed instruction) resources for co-teachers. TTAC. https://ttaconline.org/Resource/JWHaEa5BS76yevjkXBOgkg/Resource-sdi-specially-designed-instruction-resources-for-co-teachers