Attention-Deficit/Hyperactivity Disorder

Emotional or Behavioral Disorders

Autism Spectrum Disorder

At risk for academic failure

Speech or Language Impairments

Vision or Hearing Impairments

Attention-Deficit/Hyperactivity Disorder

English Language Learners

Gifted & Talented students

Sensory Impairments

At risk for academic failure

Attention-Deficit/Hyperactivity Disorder

English Language Learners

Emotional or Behavioral Disorders

Intellectual Disorders

Autism Spectrum Disorder

At risk of academic failure

Autism Spectrum Disorder

Emotional or Behavioral Disorders

Physical Disabilities

Vision or Hearing Impairments

Medically Fragile

At risk of academic failure

Autism Spectrum Disorder

Speech or Language Impairments

Physical Disabilities

Reading Intervention Program

• Targeted Students: Students who are struggling with reading, specifically those with SLDs such as dyslexia or other reading challenges.

• Example: A student who is struggling with reading comprehension might be given additional one-on-one reading sessions with a specialist, using a research-based program like Leveled Literacy Interventions (LLI), which provides differentiated levels of reading instruction based on the student's needs.

Behavioral Intervention Plan (BIP)

• Targeted Students: Those with Emotional and Behavioral Disorders (ED/BD), students exhibiting disruptive behaviors, or those struggling with self-regulation.

• Example: A student who often interrupts in class might be given a BIP that includes clear expectations, frequent check-ins with a counselor, positive reinforcement for appropriate behavior, and social skills training to improve communication and interactions with peers.

Math Intervention Program

• Targeted Students: Students who are struggling with math, especially those with SLDs in Math. Such as dyscalculia or students who have fallen behind in math due to gaps in foundational skills.

• Example: A student who has difficulty understanding multiplication might receive extra sessions where they work in a small group with a math specialist, using visual aids and interactive tools like number lines or manipulative blocks to improve their understanding of multiplication facts.

Differentiated Instruction in Reading

• Targeted Students: Students at varying levels of reading ability within the same classroom.

• Example: In a 4th-grade classroom, while all students are learning about the theme of a novel, some students might read the full version of the book, while others might read a version with shorter sentences or more pictures. The teacher then provides different discussion questions or assignments based on the text’s complexity, ensuring all students engage with the content appropriately.

Differentiated Math Instruction

• Targeted Students: Students at different levels of math proficiency.

• Example: In a middle school math class, students are grouped according to their understanding of algebraic equations. One group might be working on basic concepts like solving simple equations, another group might be solving more complex equations, and a third group might work on application problems that require higher-order thinking. The teacher circulates to offer targeted support to each group.

Differentiated Writing Instruction

• Targeted Students: Students with varying interests, abilities, and learning preferences in writing.

• Example: In a high school English class, students might be given the option to write a persuasive essay, a creative short story, or a research paper on a theme studied in class. The teacher may provide different levels of support based on students’ needs, such as offering graphic organizers, writing prompts, or writing conferences for struggling writers, while advanced students might receive more complex writing challenges or be expected to conduct independent research.

Extended Time on Tests

• Targeted Students: Students who require additional time to process information.

• Example: A student with ADHD might be given 50% more time to complete a math test to accommodate their need for additional time to focus and complete problems without distractions.

Use of a Speech-to-Text Software

• Targeted Students: Students who have difficulty writing or physically recording their thoughts.

• Example: A student with dysgraphia, who has difficulty with writing legibly, may use a speech-to-text tool on a computer or tablet to complete writing assignments, allowing them to express their ideas without struggling with the physical act of writing.

Preferential Seating

• Targeted Students: Students who benefit from being seated in a particular area of the classroom for better focus or access to resources.

• Example: A student with a hearing impairment might be seated closer to the teacher to improve their ability to read lips or hear instructions, while a student with ADHD may sit at a desk in a quieter area of the classroom to reduce distractions.

Simplified or Reduced Assignments

• Targeted Students: Students who need significant support to meet grade-level standards.

• Example: A student with an intellectual disability might be asked to complete fewer math problems or focus on mastering basic addition and subtraction rather than being required to complete complex word problems or multiplication tasks that are part of the grade-level curriculum.

Modified Grading Scale

• Targeted Students: Students who may struggle to meet grade-level expectations but still need to demonstrate progress.

• Example: A student with a learning disability in reading may be given a modified grading scale where their grades are based on effort, completion of tasks, and improvement in reading fluency rather than the full expectation of achieving mastery at grade level. They may receive extra credit for progress shown over time rather than being penalized for not reaching the grade-level benchmarks.

Alternative Assessments

• Targeted Students: Students with significant barriers to participating in standard assessments.

• Example: A student with severe physical disabilities or a significant intellectual disability might be assessed using a portfolio of work over time instead of a standard multiple-choice test. The portfolio may include examples of the student's work, like drawings, recordings, or verbal responses that demonstrate understanding of a concept.

Explicit Instruction for Reading

• Targeted Students: Students who have difficulties in decoding and reading fluently.

• Example: A student with dyslexia may receive daily one-on-one instruction with a reading specialist who uses a program that focuses on teaching phonemic awareness, word recognition, and reading fluency in a structured and explicit manner. This instruction is tailored to the student’s specific needs in reading.

Behavioral Interventions

• Targeted Students: Students with significant behavior challenges.

• Example: A student with autism who struggles with social interactions and classroom behavior might have a behavior intervention plan (BIP) that includes ABA strategies, such as reinforcing appropriate communication (e.g., using pictures, gestures, or words), providing clear routines, and rewarding positive behavior to help the student stay engaged in learning and interact appropriately with peers.

Modified Math Instruction

• Targeted Students: Students who have difficulties understanding and performing mathematical operations.

• Example: A student might start learning addition using manipulatives, such as counting blocks or objects. Then, the student would move on to drawing pictures or number lines (representational stage) to represent the problem visually. Finally, the student would work with numerical symbols and equations (abstract stage) to solve the problem. This graduated approach helps the student develop a solid foundation for understanding mathematical concepts.

PBIS is an evidence-based framework for preventing and responding to disruptive behavior. It involves teaching expectations, providing positive reinforcement, and establishing a consistent system of support. (Center on PBIS, n.d.)

Research supports the effectiveness of cooperative learning strategies (e.g., think-pair-share) in differentiated classrooms. These strategies promote collaboration, help students learn from each other, and foster peer support. (Think-Pair-Share | Reading Rockets, n.d.)

Website: https://www.readingrockets.org/classroom/classroom-strategies/think-pair-share

The resource from the IRIS Center focuses on Universal Design for Learning (UDL), particularly the role of assessments in supporting diverse learners. It emphasizes that assessments should align with learning goals and provide multiple ways for students to demonstrate their understanding. The resource categorizes assessments into three types: Formative Assessments, Summative Assessments, and Self-Assessments. (IRIS, 2025)

An instructional technique designed to modify the curriculum for students with above-average abilities. It involves identifying what content a student has already mastered and replacing it with more challenging material. This technique ensures that students are not held back by repetitive content they have already learned, which can lead to boredom and disengagement. The process involves defining learning goals, assessing what students have already mastered, and offering more advanced content or enrichment activities. Curriculum Compacting is an effective method for providing academic challenge and preventing frustration among advanced learners.(Vahidi, 2025)

The UDL Guidelines provided by CAST offer a framework to optimize teaching and learning for all students, emphasizing flexibility in how information is presented, how students are engaged, and how they express what they’ve learned. The guidelines are divided into three main areas: Engagement, Representation, Action & Expression. (CAST, Inc., n.d.)