Interventions are used for any students who needs extra support, including those who may not yet be identified with a disability (Vaughn, S., et al., 2010). Those students form part of the Response to Intervention (RTI) framework, which provides early and effective help to struggling learners and can help identify students with specific learning disabilities or other challenges.

Examples:

1. A small group of students receives explicit phonics instruction for 20 minutes daily, separate from the whole-class reading lesson.

2. A student receives specific coaching and rewards for using positive behaviors in class to reduce disruptive outbursts.

3. A teacher uses a different curriculum or one-on-one time to reteach foundational math concepts to a student who's behind their peers.

Resource:

• What Works Clearinghouse (WWC): The WWC reviews research on educational programs, products, practices, and policies. It's a great resource for finding evidence-based interventions in various subject areas.

• Link: https://ies.ed.gov/ncee/wwc/

Associated Practices:

• High-Leverage Practice (HLP) 14: Teach cognitive and metacognitive strategies to set goals and solve problems: This HLP helps students learn how to self-monitor and apply learning strategies, a key part of many interventions (Hattie, J., 2009).

• Link: https://ceedar.education.ufl.edu/high-leverage-practices/

• Evidence-Based Practice (EBP): Explicit Instruction: This is a highly effective teaching method characterized by a series of supports and steps, including modeling, guided practice, and independent practice. It's the foundation of most effective academic interventions (Hattie, J., 2009).

Link:https://iris.peabody.vanderbilt.edu/module/di/

Differentiation is a general education practice for all students. It benefits students with a wide range of needs, from gifted learners to those with various disabilities.

Examples:

1. A teacher provides different reading materials on the same topic for different reading levels.

2. Students can choose to work individually, in pairs, or in a small group to complete a task.

3. Students can demonstrate their understanding of a concept by writing a report, creating a presentation, or building a model.

Resource:

• Carol Ann Tomlinson’s Website: As a leading expert on differentiated instruction, her website offers articles, videos, and practical strategies.

• Link: https://www.caroltomlinson.com/

Associated Practices:

• HLP 13: Adapt curriculum tasks and materials for specific learning goals: This HLP is about making adjustments to classroom materials and assignments to ensure all students can access and engage with the content, which is the core of differentiation.

• Link: https://ceedar.education.ufl.edu/high-leverage-practices/

• EBP: Universal Design for Learning (UDL): UDL is a framework for creating flexible learning environments that accommodate individual learning differences. It is a proactive approach to designing curriculum and lessons so that they're accessible to the widest range of learners from the start.

• Link: https://www.cast.org/impact/universal-design-for-learning-udl

Accommodations are provided to students with disabilities, as defined by IDEA Disability Categories such as Specific Learning Disability, Autism Spectrum Disorder, or Speech or Language Impairment, and are documented in their Individualized Education Program (IEP) or a 504 Plan.

Examples:

1. Providing a student with a large-print textbook or an audio recording of a lesson.

2. Allowing a student to dictate an essay or use a word processor instead of writing by hand.

3. Allowing a student to take a test in a quiet room with fewer distractions.

Resource:

• Understood.org: "What are accommodations?" This provides clear, easy-to-understand information for parents and educators on a wide range of learning and attention issues.

• Link:https://www.understood.org/articles/en/accommodations-for-your-child

Associated Practices:

• HLP 16: Use instructional and assistive technologies: This practice involves using technology, like text-to-speech software or graphic organizers, to help students with disabilities access content and show what they know.

• Link:https://ceedar.education.ufl.edu/high-leverage-practices/

• EBP: Assistive Technology (AT): AT includes devices and services that help a student with a disability to communicate, learn, and function. AT can be low-tech (like a pencil grip) or high-tech (like an electronic communication device).

• Link:https://www.atia.org/home/at-resources/what-is-at/

Adaptations are typically for students with more significant disabilities as defined by IDEA, such as those with Intellectual Disability or Multiple Disabilities, who require substantial support to participate in the general curriculum.

Examples:

1. Providing a specialized chair or a workspace with visual supports for a student.

2. A student is given a simplified task from the same lesson (for example, matching pictures to words while peers are writing sentences).

3. Providing a student with a braille book or tactile learning objects.

Resource:

• IRIS Center Module: "Accommodations: Instructional and Assessment Supports for Students with Disabilities" This module provides a comprehensive overview of accommodations and adaptations for students with disabilities, including practical examples.

• Link: https://iris.peabody.vanderbilt.edu/module/accomm/

Associated Practices:

• HLP 15: Use flexible grouping: This practice involves organizing students into different group configurations (like, small groups, pairs, whole class) to meet specific learning needs, a core component of adapting instruction.

• Link: https://ceedar.education.ufl.edu/high-leverage-practices/

• EBP: Task Analysis: This EBP involves breaking down a complex skill into smaller, manageable steps. It's often used with students who have significant cognitive or physical disabilities to help them learn a skill they would otherwise find overwhelming.

• Link:https://iris.peabody.vanderbilt.edu/module/task-analysis/

A modification is a change to the curriculum or instruction that changes what a student is expected to learn or demonstrate. It substantially alters the content and expectations.

Modifications are reserved for students with significant disabilities, typically those with Intellectual Disability or Multiple Disabilities, whose learning goals are substantially different from their non-disabled peers and are documented in their IEP.

Examples:

1. A student is only required to learn five vocabulary words from a list of 20 that their peers are learning.

2. A student is given a multiple-choice test with three options instead of the standard five, with simplified language and questions.

3. A student is graded on a pass/fail basis instead of a standard letter grade.

Resource:

• "Modifications vs. Accommodations" from Reading Rockets: This article provides a clear, concise comparison of the two terms, which are often confused. It includes a helpful chart.

• Link: https://www.readingrockets.org/article/accommodations-and-modifications

Associated Practices:

• HLP 18: Use strategies to promote generalization: This practice involves teaching skills in different settings and with different people so students can use them in new situations, a critical component when a student's curriculum is modified.

• Link: https://ceedar.education.ufl.edu/high-leverage-practices/

• EBP: Direct Instruction: This is a teaching method that is explicit and systematic. It's often used when a student needs to learn a skill or concept that is foundational to more complex learning, and when the learning goal is significantly different from peers.

• Link:https://www.nifdi.org/what-is-di/

SDI applies only to students who have been formally identified with a disability under IDEA and have an IEP. It is the core of their special education services.

Examples:

1. A special education teacher provides explicit, systematic, and multisensory instruction in phonics to a student with dyslexia.

2. A student with Autism Spectrum Disorder receives explicit instruction on how to interpret and respond to social cues in a small-group setting.

3. A student with Emotional Disturbance receives a personalized behavior plan and instruction on self-regulation strategies from a special education professional.

Resource:

• Council for Exceptional Children (CEC): "Specially Designed Instruction" This page from the leading professional organization for special educators provides a clear definition and context for SDI.

• Link: https://exceptionalchildren.org/publications/exceptional-children/about-us

Associated Practices:

• HLP 10: Teach students to use self-regulation strategies: This is a crucial part of SDI, helping students with a wide range of disabilities manage their own learning and behavior.

• Link: https://ceedar.education.ufl.edu/high-leverage-practices/

• EBP: Social Skills Training: This is a structured approach to teaching social skills to students who have difficulty interacting with others. It's a common component of SDI for students with disabilities that affect social communication.

• Link:https://iris.peabody.vanderbilt.edu/module/sbi/