For New Teachers, Paraprofessionals, and Parents/Guardians

Definition:
Interventions are specific strategies or programs used to target a student’s academic or behavioral needs, often before special education services are considered.

Who This Applies To:
Students struggling in general education settings—this includes students who may not have a disability but need extra support to succeed.

Examples:

• Small-group reading instruction to boost fluency

• A behavior contract with rewards for positive actions

• Extra math practice using a computer program

Resource:
RTI Action Network – What Is RTI?
Overview of Response to Intervention (RTI) and how it supports struggling students.
https://www.rtinetwork.org/

High-Leverage Practice (HLP):
HLP 16: Use explicit instruction – Teaching concepts in a clear, direct way supports student understanding during interventions.
https://ceedar.education.ufl.edu/high-leverage-practices/

Definition:
Differentiation is when teachers adjust how they teach content, process, or product to meet students' diverse learning needs.

Who This Applies To:
All students, including those with or without disabilities. It’s used to make learning accessible for everyone.

Examples:

• Offering audio books alongside printed texts

• Giving students choices for how to show what they’ve learned (poster, essay, video)

• Using leveled reading passages during group work

Resource:
Carol Tomlinson – Differentiation Central
A hub of ideas and strategies from a leading expert in differentiation.
http://differentiationcentral.com/

Evidence-Based Practice (EBP):
Universal Design for Learning (UDL) – A flexible framework that promotes differentiation through multiple means of engagement and expression.
https://www.cast.org/impact/universal-design-for-learning-udl

Definition:
Accommodations are changes in how a student learns material or demonstrates knowledge without changing what is being taught.

Who This Applies To:
Students with documented disabilities under IDEA, including those with ADHD, dyslexia, autism, and physical impairments.

Examples:

• Extended time on tests

• Preferential seating near the front

• Using speech-to-text software for writing assignments

Resource:
Understood.org – Accommodations: What They Are and How They Work
Explains the different types of accommodations in school settings.
https://www.understood.org/articles/en/what-are-accommodations

High-Leverage Practice (HLP):
HLP 19: Use assistive and instructional technology – Ensures students have access to appropriate accommodations that support learning.
https://ceedar.education.ufl.edu/high-leverage-practices/

Definition:
Adaptations are changes made to the learning environment or materials to help a student access the curriculum.

Who This Applies To:
Students with a wide range of disabilities who need access supports—often physical, visual, or auditory—due to sensory or motor limitations.

Examples:

• Enlarged print or braille materials

• Using picture symbols for directions

• Slant boards or special grips for writing

Resource:
Learning for All – Classroom Adaptations
Provides examples of physical and curricular adaptations used in inclusive settings.
https://inclusiveschools.org/classroom-adaptations-for-students-with-disabilities/

Evidence-Based Practice (EBP):
Environmental Arrangement – Structuring the classroom to support accessibility and student independence.
https://afirm.fpg.unc.edu/environmental-arrangement

Definition:
Modifications change what a student is expected to learn, often altering learning goals or curriculum expectations.

Who This Applies To:
Students with significant cognitive disabilities who receive alternate assessments or a modified curriculum under IDEA.

Examples:

• Reducing the number of questions on an assignment

• Providing a simplified version of a reading passage

• Assigning a different learning standard or goal

Resource:
National Center on Educational Outcomes – Accommodations vs. Modifications
Clarifies the differences between the two and when to use each.
https://nceo.info/resources/onlinepubs/understanding-accommodations

High-Leverage Practice (HLP):
HLP 12: Systematically teach to mastery – Helps ensure modified content is still taught to a high standard, even if expectations differ.
https://ceedar.education.ufl.edu/high-leverage-practices/

Definition:
SDI involves tailored instruction that addresses a student’s unique disability-related needs, as outlined in their IEP.

Who This Applies To:
Students with disabilities who qualify for special education services under IDEA (e.g., autism, emotional disturbance, SLD, intellectual disabilities).

Examples:

• Direct reading instruction using a multisensory approach

• Teaching social skills in a small group setting

• Daily progress monitoring on IEP goals

Resource:
IRIS Center – What Is Specially Designed Instruction?
A module that breaks down SDI with examples and videos.
https://iris.peabody.vanderbilt.edu/module/sdi/

High-Leverage Practice (HLP):
HLP 1: Collaborate with professionals to increase student success – SDI is most effective when general and special educators work together.
https://ceedar.education.ufl.edu/high-leverage-practices/