Specially Designed Instruction

In practical terms, specially designed instruction (SDI) is instruction that is tailored to a particular student.

It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

SDI is defined in the Individuals with Disabilities Education Act (IDEA) as “adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—
(i) To address the unique needs of the child that result from the child’s disability; and
(ii) To ensure access of the child to the general curriculum…”
 
SDI can be provided in a variety of domains (i.e. academic, behavioral, social, etc.). Although often confused, SDI is not differentiation (designing for all learners); an accommodation (providing a change in how the student obtains information, such as Braille); or a modification (adjusting the content a student is meant to access). SDI is often provided by a special education teacher in a co-taught setting.

Source: ed.gov

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Specially Designed Instruction Observation Tool

Specially Designed Instruction Observation Tool
This tool is intended to be used by instructional leaders and those in coaching capacities to look for the presence of SDI in co-taught classrooms during formal observations. The list is not exhaustive, and questions may be presented in multiple ways to help uncover the various factors that contribute to the implementation of SDI and the variety of SDI one might see. An administrator or observer may only see 1 or 2 observable behaviors in an observation. This tool is intended to promote conversation between the observer and the observed.
Submitted by: 
Jennifer Askue-Collins

Morning Meeting Planning Guide For Infusing a Mathematics Activity that Engages All Students

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This is a resource that can be used in any grade that utilizes Morning Meeting PK-6 to simultaneously engage in SEL and mathematics focused activities. This helps teachers when planning and supports teachers in considering and identifying common student misconceptions, how to make thinking visible and valued in a variety of ways, and ways to engage all students. When all of these three things are proactively included in planning, learning is more engaging, and differentiation is facilitated.
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Understanding the Science of Reading

Elizabeth Stevens
Kansas Unit
Sat, 04/05/2025 - 06:00 - Sat, 04/05/2025 - 08:00
Lawrence, Kansas
Upcoming FREE Workshop April 5th 10:00 AM to 12:00PM In person at KU and live via Zoom Topic: Understanding the Science of Reading Location: Joseph R. Pearson Hall (The School of Education and Human...

Editor’s Introduction

In this first issue of the school year, we sought a variety of topics to support back-to-school planning. Everyone needs support or perhaps just gentle reminders to get the year off to a great start...
Journal Name:
TEACHING Exceptional Children
Publish date:
10/16/2024

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Instructional Planning
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Student Engagement
Universal Design for Learning

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