Specially Designed Instruction

What is Specially Designed Instruction (SDI)? 

Specially designed instruction is explicit, systematic, and tailored to the student's unique learning needs. This means adapting the content, methodology, and delivery of the instruction in order to meet the needs of the student. Specially designed instruction should be implemented in addition to differentiated instruction, not in place of. It is important to remember that if there is an accommodation listed in the IEP, there should be explicit, direct instruction for the student on how to utilize and implement the tools associated with it. 

Components of Explicit Instruction: 

1. Focus on critical skills and information only- match the student's learning needs 

2. Provide logical skills sequence- eg, skills that build upon each other or high frequency skills to low frequency skills

3. Segment complex skills and learning into small chunks- eg, teaching single digit addition before moving onto subtraction

4. Explicitly state the learning objectives and why students need to know the information

5. Review and repeatedly practice previously learned skills 

6. Provide guided and supported practice- eg. I do, we do, you do

7. Provide immediate corrective feedback 

Components of an Explicit Lesson: 

1. Learning objective- clearly state this to students 

2. Skill/ lesson importance- real-world connection, if applicable

3. Activate prior knowledge- review previously learned information

4. Teach the concept- typically, this is broken down into small pieces across several days 

5. Provide guided practice- skills development 

6. Independent practice 

These components may need to be repeated and tailored to each student's individual needs until mastery of the skill is achieved. 

SDI Examples by Learning Category: 

Reading- 

1. Find and use a multi-sensory reading system like Orton-Gillingham or Wilson 

2. Use movement and/or multisensory approaches for spelling and learning new concepts 

3. Modify the reading level to meet students' needs 

4. Explicitly practice and teach fluency through repeated readings and drills like fluency triangles 

5. Break text into smaller chunks and explicitly teach comprehension strategies such as re-reading, highlighting important information, etc. 

6. Explicitly teach morphology such as prefixes, roots, and suffixes

7. Pre-teach and re-teach vocabulary 

Math- 

1. Explicit problem-solving instruction using manipulatives, visual models, graphic organizers, etc. 

2. Teach number sense and reasoning using manipulatives, models, etc. to build numbers and identify them

3. Break down math problems into small, digestible chunks and teach each step 

4. Re-teach and provide repeated practice for skill development 

5. Provide alternatives for memorization, such as touch math or mnemonic devices 

6. Explicitly teach and reteach math vocabulary and meaning 

Written Expression- 

1. Use multisensory techniques such as having students air-write words, write on bumpy boards, trace in sand or shaving cream, etc. 

2. Explicitly teach phonetic patterns through a systematic curriculum such as Orton-Gillingham or Wilson

   1. Break spelling patterns into smaller chunks and teach each individually 

3. Tap out words with your fingers or on your arm to have students hear each sound 

4. Explicitly teach trick words through repetition and multisensory practice 

5. Explicitly teach parts of sentences and grammar 

Social Skills- 

1. Model expected behaviors and note them when you are engaging in them  

2. Explicitly teach social skills through role play or scenarios- implement a social skills curriculum to systematically teach skills

3. Use social stories to teach and reteach expected social skills and norms 

4. Provide structured learning opportunities with peers 

5. Teach students to use tools such as visuals or cues to implement expected social skills.

Behavior- 

1. Explicitly teach replacement behaviors through modeling, peer interactions, videos, etc. in a separate setting as needed, and then slowly generalize the skill

2. Provide self-regulation instruction and explicit instruction in the use of regulating tools 

3. Explicitly teach students how to use visual schedules 

4. Implement teaching sequences to teach important behavior skills in isolation, and then once mastered, the skill can be generalized

Executive Functioning- 

1. Teach students to break large tasks down into smaller chunks 

2. Explicitly teach organizational skills and strategies for folders, papers, etc., using color coding, digital tools, etc. 

3. Explicitly teach time management techniques through explicitly teaching students how to use timers, planners, calendars, etc., to meet their goals 

   1. Teach students how to use technology to send themselves reminders about upcoming assignments

4. Teach students to set goals and reflect on their goals through breaking larger goals down into small, manageable chunks 

5. Provide direct instruction using mnemonic devices for memory