Who Applies: Students who are struggling with particular behavior or skills that are challenging to them. Students who need help overcoming particular or lack maladaptive response patterns and have specific needs, learning disabilities, emotional disturbances, and other exceptionalities.

Examples:

Behavioral plan helps support students that are displaying challenging behaviors that need to be addressed to reduce unwanted behavior.

Small group helps support students who are struggling so that they receive more focused instruction. This also allows the teacher to reteach, address learning gaps, and work on specific skills and concepts with this group of students. Data will also be easier to track and document.

Visual Aids (choice boards, schedules, picture cards, emotion cards, expected/unexpected behaviors) helps support students who need extra support with behavior management, learning and communication.

Additional Information:

"The Difference Between Intervention and Accommodation" describes what the difference between the 2 are, This very informative website also provides the "who what when and examples" of the 2.

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

High- Leverage Practices (HLP): "High-Leverage Practices for Students with Disabilities" provides information that teachers and parents can access if they need addition support and resources and domains.

https://ceedar.education.ufl.edu/wp-content/uploads/2024/03/High-Leverage-Practices-for-Students-with-Disabilties-updated.pdf

Who Applies: All the students in the class benefit from differentiation, specifically those with various needs (disabilities, ELL, gifted, below and above grade level).

Examples:

Breaking down a bulk of information into smaller, manageable pieces so that students will not become overwhelmed and it will be easier for the student to remember key points.

Providing different variations of texts, stories, and reading materials that are within a student's reading levels/ abilities.

Extended time supports students who need more time to complete tests, and assignments.

Additional Information: "20 Differentiated Instruction Strategies and Examples" is a great website that explains what Differentiated instruction is and 20 different tips that teachers can use in their classroom to support the diverse classroom of students with various needs.

https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download

Evidence- Based Practices (EBP): "Stanford for Learning and Teaching- Differentiated Teaching" provides information on what differentiated instruction is and steps that an educator can consider plus additional resources.

https://ctl.stanford.edu/differentiated-instruction

Who Applies: Students that need extra support to access general education curriculum. Accommodations applies to students with disabilities under IDEA (specific learning disabilities, emotional disturbances, physical impairments).

Examples:

Preferred seating supports students with sensory sensitivities, supports students who need visual or auditory access, and those students who struggle with focus by reducing distractions.

Assistive technology (text-to-speech, audiobooks, computers, calculators)

Modified assignments/tests (reduce the number of problems, assignments).

Additional Information: "Smart kids with Disabilities- Examples of Accommodations and Modifications" provides clear examples for students that fall under IDEA. There are general modifications, testing, general accommodations and Behavior modifications.

https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/

Evidence- Based Practices (EBP): "OrbRom.com- Evidence- Based Practices for Special Education" provides a description following, Common EBP, principles, factors, and tips for implementing them.

https://orbrom.com/evidence-based-practices-special-education/

Who Applies: Students with notable disabilities, students that require a considerable amount of support (Autism, intellectual disabilities, students who need modifications in order to participate).

Examples:

Manipulative's allow students to use hands on tools like blocks, counters, math tools to help them with math.

Modifying Pace allows students to work at their own pace with extra time.

Scaffolding introduces vocabulary and key concepts before the initial lesson is taught so help students work through material that may be challenging with support and guidance.

Additional Resources: Provides information about adaptation the curriculum for students with special needs.

https://online.uwsuper.edu/degrees/education/msed/special-education/curriculum-for-sped-students/

Evidence- Based Practices (EBP): "Magrid- Implementing Evidence- Based Practices in Special Education", Provides very important information from legal frameworks to how to implement it into the classroom. It also talks about the importance of monitoring and evaluating students.

https://magrid.education/implementing-evidence-based-practices-in-special-education/

Who Applies: Students with disabilities ranging from Mod- severe and those that receive substantial support.

Examples:

Modifying grading criteria (not penalizing grammar or spelling errors on some assignments).

Allowing students to show what they learned through alternative projects.

Assigning lower level texts for reading that better fits their needs.

Additional Resources: "Peatc.org- Modifications for Students with IEPs" provides very important information on the description, rights, commonly used modifications, and what to avoid.

https://peatc.org/wp-content/uploads/2021/05/Modifications-for-Students-with-IEPs-Resource-Document.pdf

Evidence- Based Practices (EBP): "The Basics of Accommodations and Modifications" goes more into depth and how to implement it into the classroom, curriculum for the student (s) that require modifications to support their specific needs.

https://nceo.umn.edu/docs/OnlinePubs/NCEOBrief33.pdf

Who Applies: Students with disabilities that receive special education services listed under IDEA.

Examples:

Choice cards/boards helps students communicate their interests/ preferences

Self Regulation techniques allow students to self monitor when they need breaks

collaborative teaching between General education and Special education teachers allows both teachers to work together to provide instruction.

Additional Resources: "What is SDI and Who Can Provide it?" is a very informative guide that talks about the specifics of SDI, who is and what isn't SDI, who can and who cannot provide SDI plus additional resources.

https://dpi.wi.gov/sites/default/files/imce/sped/pdf/What_is_SDI_and_Who_Can_Provide.pdf

Evidence- Based Practices (EBP): "Spread the Word Instructional Strategies" is a very informative guide like the one provided above but this is more detailed, with ways that educators can implement it into the classroom.

https://www.in.gov/doe/files/Spread-the-Word_-Specially-Designed-Instruction-SDI.pdf

Cedar Center; High- Leverage Practices with Students with Disabilities; 2nd Edition; 2024; Michael Kennedy, Terese Aceves; Understood for all; The difference between interventions and accommodations; Amanda Morin;

https://ceedar.education.ufl.edu/wp-content/uploads/2024/03/High-Leverage-Practices-for-Students-with-Disabilties-updated.pdf

Prodigy; 20 Differentiated Instruction Strategies and Examples; Nov 27, 2024; Riley Haas; https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download

Stanford Center for Teaching and Learning; Differentiated Instruction; https://ctl.stanford.edu/differentiated-instruction

SmartKids Learning Disabilities; Examples of Accommodations; Eve Kessler; https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/

OrbRom Center; Evidence- Based Practices for Special Education; 2012-2020; https://orbrom.com/evidence-based-practices-special-education/

University of Wisconsin Superior; Adapting Curriculum for Special Education Students; May 8, 2017; https://online.uwsuper.edu/degrees/education/msed/special-education/curriculum-for-sped-students/

Magrid; Implementing Evidence Based Practices in Special Education; Oct 26,2024; https://magrid.education/implementing-evidence-based-practices-in-special-education/

Peatc; Modifications for Students with Disabilities ; 1/23; https://peatc.org/wp-content/uploads/2021/05/Modifications-for-Students-with-IEPs-Resource-Document.pdf

National Center on Educational Outcomes; The Basics of Accommodations and Modifications;https://nceo.umn.edu/docs/OnlinePubs/NCEOBrief33.pdf

Wisconsin Dept of Public Instruction; What is Specially Designed Instruction and who Can Provide it?; Paul Manriquez; Dec 4, 2024; https://dpi.wi.gov/sites/default/files/imce/sped/pdf/What_is_SDI_and_Who_Can_Provide.pdf

Indiana Dept of Education; Spread the Word- Specially Designed Instruction; https://www.in.gov/doe/files/Spread-the-Word_-Specially-Designed-Instruction-SDI.pdf