Frequently Used Instructional Term by Yezica Carreto

lluviamontielr — 2025-09-22 21:46:57 UTC

It is the applied technique based on the identification and attention of the specific barriers to individual learning of each student, supported by educators, parents, or caregivers, to ensure they receive the necessary assistance for academic learning.

lluviamontielr — 2025-09-22 21:56:08 UTC

Offer different strategies, materials and methods to support learning barriers based on the individual strengths and difficulties of each exceptional student to achieve the learning objective.

lluviamontielr — 2025-09-22 22:38:50 UTC

These are the accommodations made within a classroom that help exceptional students have access to the same opportunities and reduce barriers to learning. These adjustments include students with physical difficulties that affect their mobility. An accommodation is a change that helps a student overcome his or her disability.

lluviamontielr — 2025-09-22 23:18:50 UTC

These are the changes that the educator makes in the way of explaining the class so that exceptional students have access to the same content taught in class with equal learning conditions and thus eliminate learning barriers, without altering the educator's curriculum, that is, changes in assignments, exams or accessibility places are adjusted.

lluviamontielr — 2025-09-22 23:35:57 UTC

It can refer to the content of what the exceptional student is expected to be able to perform, including adjustments to the content so that assignments and tasks are at the appropriate level to be done and allow participation in class, reducing barriers to learning.

lluviamontielr — 2025-09-23 02:07:54 UTC

This is the process that designs and details individualized instructions for each student with a disability to ensure meaningful progress and help them achieve the goals established in their IEP.

Students Who Apply

lluviamontielr — 2025-09-23 04:38:06 UTC

According to the article what's the difference? The intervention seeks to improve the academic performance of exceptional students with characteristics such as:

Academic difficulties with comprehension, with verbal and nonverbal communication

Behavioral or Emotional problems,

Limitations in Social relationships.

Lack of concentration,

Unusual physical problems.

Students Who Apply

lluviamontielr — 2025-09-23 04:39:04 UTC

Students with language learning difficulties, disabilities such as difficulty following oral instructions, differences between visual and auditory comprehension, reading, spelling and language difficulties, or problems completing everyday tasks without assistance. The goal is to ensure that each student can reach their full potential, and to adapt instructions to individual needs. IDEA (2025)

Student Who Apply

lluviamontielr — 2025-09-23 04:39:51 UTC

According to the Special Education News article. (n.d.) Students who require learning adjustments, ADHD and other health conditions, students who need accommodations for dyslexia or dysgraphia, attention deficit, visual or hearing impairments, loss of physical mobility, those requiring wheelchair access, students who suffer from Down syndrome spectrum, fragile X or speech problems, and those who suffer from disabilities.

Student Who Apply

lluviamontielr — 2025-09-23 04:40:48 UTC

According to IDEA (2025) Adaptations are applied to the environment of students with special needs, whose comprehension ability differs significantly from learning in a regular environment. Special characteristics such as physical motor disabilities are factors that determine the type of adaptation needed by students who have communication difficulties (verbal and nonverbal), sensitivity to noise, easy distraction, deaf-blindness, language difficulties, low performance, fears, aggression, hyperactivity, and students who require assistance to perform everyday tasks, among others.

Student Who Apply

lluviamontielr — 2025-09-23 04:41:29 UTC

Students eligible for modifications are those with significant conditions that affect their academic performance, such as intellectual, physical, or learning disabilities, or mental health issues, Lozano C et al., (2024).To qualify, parents with medical and school assistance must demonstrate that the student's disability is a barrier to learning. These include students with intellectual, physical, hearing, or visual disabilities, speech or language disorders, emotional disturbances, or autism spectrum disorders

Also eligible for modifications are students who do not qualify for special education but need adaptations to access the curriculum and overcome disability-related barriers, such as language.

Student Who Apply

lluviamontielr — 2025-09-23 04:42:04 UTC

Every student who receives an Individualized Education Plan (IEP) by definition is said to receive SDI services, students must meet at least one disability that is described in the IDEA (2024), law, such as Autism, Deaf, blind, developmental delay, hearing impairment, other health problems, orthopedic disability, traumatic brain injury, dyscalcutia, dysgraphia, dyslexia, or language processing disability.

Example 1. Speech Therapy

lluviamontielr — 2025-09-24 05:10:30 UTC

Speech therapy is a specialized treatment to improve communication and address disorders related to speech, sounds, difficulty understanding words or phrases, hearing, and oral motor skills.

Example 2. Dyscalculia

lluviamontielr — 2025-09-24 05:21:11 UTC

Specific programs designed to improve individuals' mathematical skills.

Considers problem situations related to their context.

Uses concrete materials.

Allows students to explore different solution approaches.

Example 3 Hyperactivity

lluviamontielr — 2025-09-24 05:34:32 UTC

Hyperactivity manifests as constant fidgeting, difficulty staying still or quiet, and excessive talking. Pacing or running around nonstop, and even difficulty performing quiet activities. It includes impulsiveness, interrupting others, or responding.Hyperactivity manifests as constant movement.

To reduce hyperactivity in the classroom, you can allow breaks with physical activity, provide flexible seating that allows for movement, or use stress toys and games to keep students engaged and focused. Discreetly keeping hands busy and recognizing small steps to control impulsiveness.

Example 1. Dyscalculia

lluviamontielr — 2025-09-29 01:53:25 UTC

Difficulty learning mathematical concepts and formulas. Physical objects are needed to help solve simple mathematical operations such as one- or two-digit addition and subtraction. Cubes or a number line can be used.

Example 2 Dyslexia

lluviamontielr — 2025-09-29 01:53:50 UTC

Is primarily characterized by difficulties with word recognition, decoding (connecting letters to sounds), and spelling.

Use of visual and auditory resources with different skill levels, including short-word books at a low level, and continuing to increase the level based on progress.

Example 3 Language Processing Disorder

lluviamontielr — 2025-09-29 01:54:07 UTC

Neurological disabilities that cause difficulty interpreting language. This disorder can affect a child's speech, listening, reading, and writing skills.

Visual Supports and Graphic Symbols:

Using elements such as cards with pictures or symbols can help children better understand instructions and content.

Incorporating interactive apps and digital resources can be a valuable tool to support dynamic language learning.

Example 1 Short Questionnaire

lluviamontielr — 2025-09-29 01:54:43 UTC

Reduce the number of questions that must be complete for students with dyslexia and increase the time to complete a test or assignment.

Example 2 Blind

lluviamontielr — 2025-09-29 01:54:52 UTC

Include a student who is blind and takes a Braille version of the test, or a student who takes the test alone in a silent classroom.

Example 3 Physical Problems.

lluviamontielr — 2025-09-29 01:55:03 UTC

The student has mobility issues and a desk (accommodation) is fitted to the wheelchair to provide the appropriate height and distance from the student's body.

Example 1 Fine Motor

lluviamontielr — 2025-09-29 01:55:16 UTC

Use writing instruments with thicker grips or pencils with specific adaptations, tweezers for grasping small objects, or even paints and materials that can be squeezed.

Example 2 Wheelchair

lluviamontielr — 2025-09-29 01:55:26 UTC

They focus on adapting the environment and activities to facilitate their participation and development for transitions from one place to another within the school building.

Example 3 Visual Aid

lluviamontielr — 2025-09-29 01:55:36 UTC

Using visual schedules to organize your schedules in the classroom

Example 1 According to the level of solution

lluviamontielr — 2025-09-29 01:55:54 UTC

Break a large task into smaller, more manageable steps to make it less overwhelming.

https://youtu.be/N8zSK3nVwB4?si=Uy_IkSclfqCTLrVc

Example 2 Grades

lluviamontielr — 2025-09-29 01:56:07 UTC

Provide grade modifications for special children established by numbers and change them to progress words according to the level

Example 3 Technology

lluviamontielr — 2025-09-29 01:56:15 UTC

Use technology to provide games, assignments, and learning activities for students who struggle to concentrate on paper and pencil work.

Example 1 Visual Schedule

lluviamontielr — 2025-09-29 01:56:29 UTC

Schedules help students manage the organization of activities on a school day by creating a focus on sequence and safety.

Example 2 Communication

lluviamontielr — 2025-09-29 02:09:48 UTC

Use the visual method to increase simultaneous communication for students with hearing impairments and sign language.

Example 3 Behavioral Problems

lluviamontielr — 2025-09-29 02:10:18 UTC

Place students near the front to ensure behavior monitoring, avoid constant distractions, prevent anxious behavior changes, and allow for breaks outside the classroom.

Website

lluviamontielr — 2025-09-29 02:44:26 UTC

This website guides teachers to use different teaching methods with materials and assessment techniques for each student, rather than using the same method for all.

https://transitionabilities.com/different-ways-to-use-differentiation-in-your-special-education-classroom/?srsltid=AfmBOoq8AcxhzX_tfxVUJTJwP9gkbkLnE_yp_cOnVULD06XwCP_2Y3Nm

Article

lluviamontielr — 2025-09-29 03:53:14 UTC

Goldman, S. E., & Burke, M. M. (2016). The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis. Exceptionality.

https://www.tandfonline.com/doi/full/10.1080/09362835.2016.1196444

Website IDEA

lluviamontielr — 2025-09-29 04:30:34 UTC

Provides inclusion protection to students as well as timely and necessary accommodations to special education students

https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

Website for Teacher

lluviamontielr — 2025-09-29 05:09:37 UTC

The National Association of Special Education Teachers (NASET) is a national organization founded to assist teachers in understanding accommodations for students.

Article

lluviamontielr — 2025-09-29 05:56:49 UTC

GO 4 IT…NOW!

This article helps you understand accommodation strategies to help a student meet their goal by explaining accommodations in an IEP.

https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=241bbf54-7456-3a66-a883-35e4b69d759c

Article

lluviamontielr — 2025-09-29 06:47:28 UTC

This article helps teachers and parents understand that collaboration is a crucial process for a student's behavioral success.

https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=2ef26c16-059b-3569-9e51-13d350bcee62

lluviamontielr — 2025-09-29 07:03:38 UTC

Konrad, M., & Trela, K. (2007). Go 4 It…Now! Teaching Exceptional Children, 39(4), 42–51. https://doi-org.lopes.idm.oclc.org/10.1177/004005990703900405

Lozano, C. S., Brandenberg, K., Wicki, M., Troesch, L. M., & Wüthrich, S. (2024). The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland. European Journal of Special Needs Education, 39(3), 399–414. https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2023.2227527

SpecialEdNews. (n.d.). CST - Child Study Team. https://specialednews.com/special-education-dictionary/cst-child-study-team/

U.S. Departament of Education. Individual with Disabilities Education Act (IDEA, 2025) https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

What’s the Difference? Accommodations vs. Modifications. vs. Interventions,” located on the Illinois School Psychologists Association website. https://www.ilispa.org/assets/docs/ResourceLibrary/Natalie%20Nordlund_AccommodationsModifications%20Interventions1.pdf

Evidence-based practices (EBP)

lluviamontielr — 2025-09-29 07:05:53 UTC

Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome.

This website describes that intervention for students with reading disabilities could be improved if the intervention is focused on phonological awareness and decoding in an average of 25 sessions over 12 weeks.

https://exceptionalchildren.org/journal/effectiveness-decoding-and-phonological-awareness-interventions-children-down-syndrome?_gl=1*1a9ybg3*_gcl_au*MTMwOTUyMzM3NC4xNzU3Mzk0MjYy*_ga*MTYxNzI3NDk2My4xNzU3Mzk0MjYy*_ga_L4ZFTNESGT*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTQ4ODAkajYwJGwwJGgw*_ga_Y45Y2NWG3S*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTQ4ODAkajYwJGwwJGgw

high-impact practices (HIP)

lluviamontielr — 2025-09-29 07:17:38 UTC

High-Leverage Practices for Students with Disabilities.

The foundations and reflection are important for professionals to reorient themselves toward the most essential practices.

https://highleveragepractices.org/?_gl=1*cyctrt*_gcl_au*MTMwOTUyMzM3NC4xNzU3Mzk0MjYy*_ga*MTYxNzI3NDk2My4xNzU3Mzk0MjYy*_ga_L4ZFTNESGT*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTYzOTUkajYwJGwwJGgw*_ga_Y45Y2NWG3S*czE3NTkxOTQ2NzAkbzUkZzEkdDE3NTkxOTYzOTUkajYwJGwwJGgw

High-leverage practices in special education collaboration, Accommodations: What they are and how they work

lluviamontielr — 2025-09-29 07:19:31 UTC

It helps you get better ideas about how to make accommodations for each student, using alarms to set and control time intervals.

Accommodations don’t change what students learn in school. Nor do they change what job responsibilities people have. They change how people learn and how people get their work done.

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

HLP #13: Make Adaptations

lluviamontielr — 2025-09-29 07:19:42 UTC

Watching the video will help you understand the adaptations to tasks with appropriate materials to support students in high-leverage practices (HLP) 13.

https://highleveragepractices.org/2017-first-edition-materials/hlp-13-make-adaptations?_gl=1%2A10kcb37%2A_ga%2AMTcwODY0NjU5OS4xNjc4ODkyNjE0%2A_ga_L4ZFTNESGT%2AMTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2ODMuNTQuMC4w

How to use accommodations and modifications in the High-leverage practices in special education collaboration

lluviamontielr — 2025-09-29 07:19:51 UTC

With modifications, a reading activity can be changed to less complex material, so that a student has the time to study and can study the new spelling words.

https://www.understood.org/en/articles/how-to-use-accommodations-and-modifications-in-the-classroom

HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

lluviamontielr — 2025-09-29 07:20:00 UTC

Domain Two: Data-Driven Planning

All available data creates objectives and instructional plans that, when combined, improve learning practice.

https://highleveragepractices.org/structure-4-domains-22-hlps