Type of Students: Interventions are used for students with learning or behavior difficulties, including those with learning disabilities, emotional or behavioral disorders, or academic struggles. They are often applied before formal special education services under IDEA.

Examples: Reading intervention: Small group or one-on-one instruction targeting phonics, fluency, or comprehension for struggling readers. Behavioral intervention: Positive reinforcement strategies or individualized behavior plans to help students with emotional or behavioral disorders. Math intervention: Use of visual aids and manipulatives to support students struggling with math concepts.

Title: Interventions that Work: A Guide for Teachers and Parents Description: This guide provides a comprehensive look at evidence-based interventions for students with various learning needs, from reading to behavior management. Link: https://www.interventioncentral.org/

HLPS/EBPS: Differentiated instruction, positive behavior intervention, multisensory instruction.

References:

Birsh, J. R. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Brookes Publishing.

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23-50.Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD

Type of Students: Differentiation applies to all students, including those with disabilities and those who are gifted. It is particularly useful for students with Specific Learning Disabilities (SLD), ADHD, and Autism Spectrum Disorders (ASD), who may need individualized teaching approaches to succeed.

Examples: Varying reading materials: Providing different levels of text or audio versions of reading assignments to meet the students' reading levels. Flexible grouping: Organizing students into groups based on ability or interest to promote effective learning. Multiple modes of instruction: Using a combination of visual, auditory, and kinesthetic methods to reach diverse learners.

Title: The Differentiated Classroom: Responding to the Needs of All Learners
Description: This book outlines strategies for teachers to differentiate instruction in diverse classrooms, offering practical tools for effective teaching

Link: https://www.ascd.org/

HLPS/EBPS: Setting Clear Learning Goals and Expectations, Providing Multiple Modalities for Learning, Small Group Instruction.

References: Gersten, R., & Baker, S. (2000). Teaching Reading Comprehension to Students with Learning Disabilities: A Review of Research. Journal of Learning Disabilities, 33(3), 197-213, Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD, Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.

Type of students: Accommodations are typically provided to students with disabilities, including those with visual, hearing, or motor impairments, and those with learning disabilities (e.g., dyslexia, ADHD). Students with 504 plans or Individualized Education Programs (IEPs) often receive accommodations.

Examples: Extended time on tests: Allowing students extra time to complete assessments. Alternative formats for assignments: Providing audio or digital versions of textbooks or assignments. Preferential seating: Seating students in areas with fewer distractions to help them focus.

Titile: Accommodations and Modifications for Students with Disabilities
Description: This resource provides a deep dive into the various accommodations and how they can be used in the classroom to support students with disabilities.
Link: Understood.org - Accommodations

HLPS/EBPS:

Use Explicit Instruction, Use Assistive and Instructional Technologies such as text to speech, Setting Accommodations such as a quiet room.

References: Shinn, M. R. (Ed.). (1989). Curriculum-Based Measurement: Assessing Special Children. Guilford Press.Archer & Hughes (2011); CEC (2017)

Type of Students: Adaptations typically apply to students with significant disabilities who require substantial changes to the curriculum, such as students with intellectual disabilities, severe developmental disabilities, or autism spectrum disorders. They are often used in individualized education plans (IEPs).

Examples: Reduced assignments: Providing fewer problems or questions to meet the student’s ability level. Modified grading system: Using alternative grading methods such as pass/fail or giving partial credit for effort. Simplified language: Using simplified language or visuals to help students with intellectual disabilities better understand the content.

Title: Adaptations and Modifications for Students with Disabilities
Description: This article provides an overview of adaptations and modifications, focusing on practical strategies for educators.
Link: Education.com - Adaptations

HLPS/EBPS: Changing the actual learning expectations, not just how it is taught, for a student. Breaking down complex tasks into manageable steps is often used in adapted academic or life skills instruction. Teaching strategies that engage more than one sense at a time.

References: Birsh, J. R. (2011). Multisensory Teaching of Basic Language Skills, Browder, D. M., & Spooner, F. (2006). Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities. Alberto, P. A., & Troutman, A. C. (2012). Applied Behavior Analysis for Teachers.

Type of Students: Intellectual disabilities, students with severe autism.

Examples: Lowering academic standards: reducing the complexity of assignments or tests. Altering content: Replacing complex concepts with simpler content or using functional life skills instead of academic subjects. Changing graduation requirements: Offering alternative paths to graduation, such as a certificate of attendance instead of a diploma.

HLPS/EBPS: Adapt Curriculum Tasks and Materials for Specific Learning Goals, Use Student Assessment Data to Adjust Instruction, Use Assistive and Instructional Technology

References: Council for Exceptional Children (CEC) & CEEDAR Center (2017), CEC (2017)

Applicable Students:
SDI is specifically for students with disabilities who are eligible for services under IDEA. This includes students with Autism Spectrum Disorder (ASD), Specific Learning Disabilities (SLD), Intellectual Disabilities (ID), and other disability categories

Examples: Using visual aids: For a student with a specific learning disability in reading, visual aids or graphic organizers may be used to help them understand complex texts. Direct instruction in reading or math: Providing targeted, one-on-one instruction in basic skills for students with severe disabilities. Adjusting pace: Slowing the pace of instruction for a student with a disability who needs more time to process and respond.

Title: Specially Designed Instruction and IDEA
Description: This article explains SDI in the context of IDEA and provides examples of SDI for students with different disabilities.

Link: https://exceptionalchildren.org/topics/specially-designed-instruction

HLPS/EBPS: Use Student Assessment Data to Adjust Instruction, Teach Cognitive and Metacognitive Strategies, Use Flexible Grouping