Interventions can support any student facing challenges, but are especially important for those identified under IDEA categories like SLD, or OHI, who need additional help beyond general education. They are often part of MTSS or RTI frameworks and may be used before referring a student for special education services.

-Preventive measures are all about stopping issues before they start or lessening a known problem. For example, keeping a consistent routine can help prevent manic episodes in students with bipolar disorder.

-Remedial interventions help students overcome disabilities by giving them the skills they need to thrive independently. For example, teaching kids with ADHD how to get started on tasks and engage in activities more effectively.

-Compensatory Interventions offer students with learning disabilities unique tools that typically aren't necessary for their non-disabled peers. For example, a child with autism might use phonetic spelling software that automatically changes their typed words into what they meant to say.

The Positive Action
The Positive Action blog on teaching strategies for students with special needs emphasizes the importance of tailored instructional approaches to support diverse learners. It outlines preventive, remedial, and compensatory interventions aimed at enhancing academic and behavioral outcomes for students with disabilities. https://www.positiveaction.net/blog/teaching-special-education-strategies

Positive Behavioral Interventions and Supports (PBIS) is a research-backed approach that offers a layered system to enhance student behavior, school atmosphere, and academic success by using proactive and preventive methods. It assists teachers in fostering a positive learning space by instructing, demonstrating, and encouraging good behaviors(Center on Positive Behavioral Interventions and Supports, 2020).

Reference:

Center on Positive Behavioral Interventions and Supports. (2020, September 8). References for the evidence base of PBIS. University of Oregon. Retrieved May 21, 2025, from https://www.pbis.org/resource/references-for-the-evidence-base-of-pbis

Differentiation can help every student, from those with disabilities and English learners to gifted kids and everyone in between. It follows the Individuals with Disabilities Education Act (IDEA) by offering personalized support to cater to each student's specific needs.

-Flexible grouping is a teaching approach where students are organized into different groups based on what they need to learn, their interests, or their skills, allowing for focused teaching and teamwork.

-Tiered assignments are tasks created with varying levels of difficulty to match students' readiness, giving each learner the right amount of challenge.

-Learning stations are specific spots in the classroom that target various skills or ideas, giving students different ways to interact with the content.

Differentiated Instruction

This guide from Stanford's Center for Teaching and Learning explains differentiated instruction (DI), which is all about teachers customizing lessons, activities, and assessments to fit the different needs, interests, and skill levels of their students. It highlights how crucial it is to adjust teaching styles to help every student learn, recognizing their unique backgrounds and experiences.

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

Using multiple grouping strategies is a high-leverage practice that involves employing various methods—such as whole class, small group, and individual work—to address diverse learning needs and enhance student engagement(James, 2025).

Reference:

James, S. (2025, January 23). Differentiated instruction strategies & examples. Education Walkthrough. Retrieved May 21, 2025, from https://educationwalkthrough.com/differentiated-learning-strategies/

Accommodations are set up for students with disabilities that impact their participation in regular education programs, including those recognized under IDEA. These students have the right to accommodations via an Individualized Education Program (IEP) or a Section 504 Plan, based on the type and extent of their disability.

-Extended time on tests and assignments provides students with additional time to complete assessments, supporting those with processing delays or attention difficulties.

-Preferential seating involves positioning students in a location that minimizes distractions and better supports their learning needs.

-The use of assistive technology involves providing tools, such as screen readers or speech-to-text software, to help students with disabilities access content more effectively.

Instructional Versus Testing Accommodations

This resource from the IRIS Center at Vanderbilt University explains the difference between instructional and testing accommodations for students with disabilities. It gives examples of both types and highlights that accommodations shouldn't change the curriculum's content or expectations, but rather help students engage with the material and show what they know. https://iris.peabody.vanderbilt.edu/module/acc/cresource/q2/p03/

Evidence-based practices show that when providing explicit instruction involves clear, direct teaching of concepts and skills, it ensures that all students, particularly those with learning difficulties, fully understand the material (Wakeman, Reyes, & Kamman, 2022).

Reference:

Wakeman, S., Reyes, E., & Kamman, M. (2022, January). High-leverage practices in inclusive classrooms: Implications for school leaders. Principal Leadership, 22(1). National Association of Secondary School Principals. Retrieved May 21, 2025, from https://www.nassp.org/publication/principal-leadership/volume-22-2021-2022/principal-leadership-january-2022/high-leverage-practices-in-inclusive-classrooms/

Adaptations are made for students with disabilities that affect their participation in regular education programs.

-Time Adaptation provides students with extra time to complete their assignments or tests, helping those who may have processing delays or difficulty focusing.

-Input Adaptations shares info in various formats like audiobooks and visual aids, to cater to different learning styles.

-Output Adaptations give students the chance to show what they know in different ways, such as doing oral presentations instead of writing reports, which helps those with physical or cognitive difficulties.

9 Types of Adaptations

This piece from The Intentional IEP breaks down nine different ways to adapt lessons—like changing assignment sizes, extending time limits, offering extra support, varying input methods, adjusting difficulty, modifying output formats, setting participation expectations, creating alternative goals, and tweaking the curriculum—to help make learning easier and more effective for students with different learning needs. https://www.theintentionaliep.com/9-types-of-adaptations

Evidence-based practices is using formative assessments involve conducting regular evaluations to inform instruction and make necessary adjustments that address students’ evolving learning needs.

Modifications are typically provided to students whose disabilities significantly impact their ability to meet the standard educational expectations and requirements set forth by the curriculum. These adjustments aim to create a more equitable learning environment tailored to the individual needs of each student.

-Easier assignments mean fewer tasks or simpler ones, like having a student learn 10 words instead of 20 for a spelling test.

-Alternative Curriculum is providing a curriculum that is more accessible, such as using a simplified version of a textbook.

-Adjusted grading involves changing the grading criteria to better reflect modified learning expectations, ensuring that assessments are appropriately aligned with the student's unique individual abilities and learning styles.

Accommodations and Modifications

This piece from Reading Rockets explains the difference between accommodations and modifications in education. Modifications, however, involve altering what a student learns or is expected to accomplish, often tailoring the curriculum to fit the student's specific needs. https://www.readingrockets.org/helping-all-readers/inclusive-classrooms/accommodations-and-modifications

High-Leverage Practices utilize different grouping techniques, like whole class, small groups, and individual tasks, to meet various learning needs and boost student involvement.

SDI, or Specialized Instructional Delivery, is specifically designed for students who have an Individualized Education Program (IEP) following the Individuals with Disabilities Education Act (IDEA). This tailored approach ensures that students receive the necessary support and resources to meet their unique educational needs effectively.

-Content adaptation involves simplifying reading materials or providing alternative texts to match the student’s reading level and support comprehension.

-Methodology adjustment involves utilizing a variety of visual aids, interactive tools, or hands-on activities to effectively help reinforce abstract concepts, particularly for students with Autism Spectrum Disorder (ASD), who may benefit greatly from these approaches to enhance their understanding and engagement in learning.

-Delivery modification involves providing instruction in smaller, more frequent sessions to better accommodate students with attention deficits.

What Is Specially Designed Instruction?

This piece from WeAreTeachers breaks down how Specially Designed Instruction (SDI) is customized teaching aimed at helping students with disabilities engage with and advance in the general education curriculum. SDI is personalized to fit each student's specific needs and is outlined in their Individualized Education Program (IEP). https://www.weareteachers.com/specially-designed-instruction/

High-Leverage Practice uses explicit instruction involves delivering clear, direct teaching of concepts and skills to ensure all students, particularly those with learning difficulties, understand the material.