The delivery of specially designed instruction is the core job responsibility of special education teachers. IDEA regulations define “specially designed instruction” 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) ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.” (34 CFR Sec. 300.39(b)(3)  

What are some of the features of SDI?

• It is delivered by a special education teacher or a related services provider.

• It is planned, organized and meaningful and is delivered in an explicit, intentional and systematic manner.

• It can be provided in any location, including multiple locations during the course of the school day, as long as the location is consistent with the student’s IEP and the student’s least restrictive environment.

• It directly addresses the goals in the student’s IEP, which, in turn, are “sufficiently ambitious” and designed to enable the student to achieve grade-level content standards or close the learning gap.

• It is specific instruction that is delivered to the student, not differentiated instruction, accommodations, active learning strategies or other activities designed to facilitate learning for all students.

• It is closely monitored to ensure that the intended results, i.e., a reduction in the learning gap, are being achieved.

• It can address any area of individual need including academic, behavioral, social, communication, health and functional.

• It does not involve lowering standards or expectations for the student.

Generally, specially designed instruction differs from core instruction and interventions in the following ways:

• Specially designed instruction is defined and guaranteed by the Individuals with Disabilities Education Act and implemented in accordance with an individualized education program (IEP);

• SDI teaches specific skills a student does not have but needs to access and progress in the general education curriculum;

• SDI is individualized, i.e., it is specific to the student;

• SDI must be delivered by a qualified special education teacher or related service provider;

• Students who receive SDI need sustained intensive support in order to maintain adequate rates of progress;

• Students who receive SDI may also receive instructional and testing accommodations;

• It is delivered in the student’s LRE, which may be a location other than the general education classroom.

Specially designed instruction is similar to core instruction and interventions in these ways:

• It is aligned with the standards and instructional expectations for all students;

• It may be delivered in the general education classroom;

• It may be implemented together with general education strategies such as differentiation, universal design for learning, school-wide positive behavior supports;

• Assessment practices used in general education classrooms such as formative assessment, screening, and progress monitoring are used.