Who would receive interventions?: Students with disabilities like autism spectrum disorder (ASD), emotional disturbances, intellectual disabilities, or developmental delays are just some of them.

Examples of interventions:

Reading Intervention- Specialized programs designed to improve reading skills, such as phonemic awareness, decoding, fluency, and comprehension.

Behavioral Interventions- These interventions address challenging behaviors by teaching students positive alternatives, using reinforcement techniques, and creating structured environments.

Social Skills Training- This involves teaching students appropriate social interactions, communication, conflict resolution, and emotional regulation skills.

Article: https://www.understood.org/en/articles/the-difference-between-interventions-and-accommodations

Title: The Difference Between Interventions and Accommodations

Summary: This blog post explains that interventions are designed to help a student work on a specific skill. Accommodations are made to a student's learning schedule to help them overall have a better learning experience and help remove challenges they may face.

EBP Title: Behavioral interventions for children with autism- The use of behavioral techniques such as ABA (applied behavior analysis) to teach skills and reduce challenging behaviors.

(https://ncaep.fpg.unc.edu/)

Students who typically experience differentiation in their school day: It's very common for ASD students to have differentiation in their school day because their disability requires them to receive that. Another example is multi-lingual learners because as they are still developing their proficiency in English, they will need differentiated approaches in their learning because of the language development factor.

Examples of Differentiations:

• Tiered Instruction- Teachers provide different levels of support to students based on their ability or readiness. For example, some students might receive extra support in reading, while others might receive more challenging tasks to deepen their skills.

• Universal Design for Learning-UDL is a framework for designing learning experiences that meet the needs of all students, including those with disabilities. This approach provides multiple means of representation, engagement, and expression.

  
  

  Article: https://transitionabilities.com/different-ways-to-use-differentiation-in-your-special-education-classroom/

  Title: Different ways to use Differentiation in your Special Education Classroom

  The article walks through what differentiation in a special education classroom is, and more importantly, how it aligns with IDEA expectations/guidelines. It highlights how to implement differentiation effectively by identifying the student's needs accurately, establishing goals, and assigning different types of work.

  
  

  EBP Title- The Benefits of Differentiation in the Classroom

  https://www.hmhco.com/blog/benefits-of-differentiation-in-the-classroom#:~:text=One%20of%20the%20main%20benefits,need%20on%20their%20learning%20journey.

  The EBP discussed in this article is the importance of tailoring instruction to fit your student's needs.

  
  

Who experiences accommodations?: Students with different learning disabilities get accommodations throughout the day. Certain learning disabilities that commonly qualify students for needing accommodations are dyslexia, dyscalculia, and dysgraphia, along with ADHD and ASD. Many students with these disabilities experience accommodations because they aide them through learning. This is normally determined through an IEP or 504 plan.

Examples of Accommodations:

• using noise cancellation headphones for students who get overstimulated easily and are sensitive to sound

• having a designated quiet work or break room, or oftentimes a sensory room, available at students' disposal when they may need that break from the traditional classroom environment

• extended times or deadlines for quizzes, tests, assignments, etc.

• behavioral plans and movement breaks

• Technology-based tools such as speech-to-text or text-to-speech

  
  

  Article on Accommodations: https://www.educationadvanced.com/blog/special-education-accommodations-7-types-to-know

  Title: Essential Accommodations in Education to Empower Student Success

  This blog post is all about the ins and outs of special education accommodations and how each accommodation should be applied to help work out a specific struggle a student is having. It presents seven main accommodations that we see students use the most today, and how to implement them effectively.

  
  

  HLP #13: Adapt Curriculum Tasks and Materials for Specific Learning Goals (https://highleveragepractices.org/sites/default/files/2020-10/HLP-13-Adaptations.docx#:~:text=Setting%20accommodations%20make%20changes%20to,it%20in%20a%20different%20location.)

  This HLP explains how to make modifications or accommodations for student's needs appropriately, and effectively, per an IEP or 504 plan when a student is in need of one to help them learn.

  
  

  
  

Who receives adaptations? Students with learning disabilities such as dyslexia or dysgraphia need adaptations like speech-to-text or text-to-speech. Others with ADHD may need to use things like fidget tools to help them focus. Intellectual disabilities and sensory impairments can allow a student to receive adaptations as well.

Examples of Adaptations:

1. Specific seating arrangement- A student with ADHD may need a seat away from a window or high-traffic areas of the classroom so they are less easily distracted. Or, an ASD student in an inclusive environment may need a seat close to the door/exit so they can leave more nonchalantly in the case of when they need to take a break.

2. Extra time for testing- A student with dyslexia may receive extra time for a reading assessment so they are able to complete it to the best of their ability.

   
   

   
   

   Article: https://www.edutopia.org/blog/need-for-adaptation-in-schools-matt-levinson

   Title: The Need for Adaptations in School

   This article shares a lot of insight and different approaches to explaining adaptations in the real world, and connects it back to adaptations in schools. They use the other examples to support why it is so necessary to have in schools. It also consists of videos with testimonies.

   
   

   EBP Title: Implementing Evidence Based Practices in Special Education- It's explained how EBPs must be adapted to meet the specific cultural and individual needs of the student population. This may involve modifying instructional materials or approaches to ensure they are culturally responsive and appropriate for students with various backgrounds and needs, which supports how essential adaptations are.

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

Who experiences modifications to their learning goals or curriculum? Modifications are a more serious change to accommodate a student's disability, so only the more severe learning disabilities receive modifications. Some of those include intellectual disabilities, ASD, or severe language/speech impairments. There are many more that could fall into this category as well, because after all, this determination is on a student case and need basis. The goal is for students to have a fair opportunity to show improvements in what they've learned and can demonstrate that learning.

Examples of Modifications:

1. Simplified assignment- A student with an intellectual disability may get to complete an assignment with fewer or simplified problems on it compared to their peers so it's easier for them to understand.

2. Alternative assessment- Instead of having to do something like an essay, a student with a learning disability may be given an alternative to still demonstrate what they've learned, but in a different way. It would be determined based on the student's strengths, but an example of one for an essay could be a short speech on the topic instead.

Article: https://www.readingrockets.org/helping-all-readers/inclusive-classrooms/accommodations-and-modifications

Title- Accommodations and Modifications

The article says, "Accommodations remove learning barriers in the classroom to provide every child with equal access to learning...Modifications are changes to what a child is taught and expected to do in class." It gives a table that is useful to depict between accommodations and modifications, because the definitions of each are different. There are also many resources and ideas provided of different modifications teachers may decide to use, so I found this article to be very useful.

HLP- Implementing organizational routines: https://library.teachingworks.org/curriculum-resources/teaching-practices/implementing-organizational-routines/

I thought that this HLP connected to modifications because each student would have a different organizational routine that worked best for them, and as a teacher, you have to do your best to know your students' strengths and weaknesses and which routine would work the best for them. Modifications take part in this for students with disabilities, who would receive a more simplified organizational routine while still learning the skill sufficiently.

What students experience SDI? For SDI, since it's based around tailored teaching techniques for individuals, any student who is in need of an instructionalized teaching strategy that they need to have 1:1 will experience SDI's throughout their school day. Students with physical disabilities, ASD, blindness or deafness are commonly associated with SDI's so they can have a unique instructional method for what works best for them.

Examples of SDIs:

1. Multisensory for reading- Students with dyslexia often have the option to use multisensory tools to read. This means they will have visuals, auditory, and kinesthetic learning strategies associated with their reading.

2. Behavioral Support with positive reinforcement- For students who have EBD and are placed on behavioral plans, they can have the opportunity to receive incentives for staying on task, using preferred coping skills, and engaging in appropriate behavior for the school setting.

Article: https://www.studentachievementsolutions.com/demystifying-specifically-designed-instruction/

Title- Demystifying Specifically Designed Instruction- Reading this was helpful to breakdown what an SDI was as someone who has never heard the term before. The author broke it down into detail and described the structure of creating them, and how they are different than accommodations or modifications.

HLP: Methodology and tailoring instruction: https://highleveragepractices.org/topics/specially-designed-instruction

Most SDI's are created because an IEP calls for it, and it follows the IDEA guidelines of adapting and giving each eligible child the resources they need to have a fair opportunity at learning. Because of unique needs, students often need unique learning experiences, which is why SDI comes into play here.