While exemplary practices of differentiation are what every leader hopes for, these supports are not a substitute for Specially Designed Instruction (Musgrove 2012). With that, determining what is provided to a student as Specially Designed Instruction (SDI) is sometimes confusing (Friend and Barron 2021). SDI complements differentiation and scaffolding strategies, strategies expected within every classroom, by providing additional, individualized support specifically designed to address the unique needs of students with disabilities as outlined in their IEPs. This targeted instruction helps them achieve their IEP goals and, ultimately, succeed in the general curriculum alongside their peers.
What is Specially Designed Instruction?
SDI refers to instruction specifically designed to meet the unique learning needs of a student with a disability receives services under IDEAS. It ensures they can access, engage with, and make progress in the general curriculum alongside their peers without disabilities. The focus is on removing barriers created by the disability and enabling the student to achieve grade-level standards.
Key Characteristics of Specially Designed Instruction
Individualized: SDI is tailored to each student's specific needs identified through special education evaluations. It directly addresses the goals outlined in the student's Individualized Education Program (IEP).
Varied Domains: SDI can encompass a wide range of areas, including academic skills, physical education, communication, social skills, vocational training, and other relevant aspects based on the student's needs. Related services, like speech or occupational therapy, may also be included as SDI.
Service, Not a Place: It's important to understand that SDI is a service, not a specific location. It can be provided in various settings, such as general education classrooms, resource rooms, home environments, or community settings, depending on the student's needs and the IEP.
No Cost: SDI is provided at no cost to the student or their family. This ensures that all necessary services are accessible without financial burden.
IEP Team Decisions: The IEP team, which includes parents, general education teachers, special education teachers, and any related service providers, collaboratively determines and documents the SDI services needed for the student. This decision is based on the most recent evaluations, progress reviews, and other relevant information. The IEP should clearly outline the type, amount, frequency, location, and duration of SDI services.
Progress Monitoring: The IEP must include a plan for monitoring the student's progress toward each annual goal. This data is crucial in assessing the effectiveness of the SDI services provided.
What Specially Designed Instruction is Not
Differentiation: While both SDI and differentiation aim to meet student needs, they differ in their targets. Differentiation tailors instruction for a wider range of learners, including those who may be excelling or struggling without a disability. Differentiation is for all students. Conversely, SDI focuses specifically on the individualized needs of students with disabilities, as outlined in their IEPs.
Accommodations: Accommodations are adjustments to the learning environment or assessment methods that allow students with disabilities to demonstrate their knowledge and skills on an equal footing with their peers. Accommodations help students overcome learning barriers. While accommodations may be part of an SDI plan, they are not the same. SDI encompasses a broader range of strategies, specifically designed to address specific learning challenges.
Modifications: Modifications are changes made to instruction or assessment needed for successful learning. Modifications mean that what is being taught or expected from the student is different from their peers.
Section 504 Plans: Section 504 of the Rehabilitation Act protects students with disabilities from discrimination. Students with disabilities who qualify under Section 504 may receive accommodations, but may not necessarily require SDI services as outlined in an IEP.
The Relationship Between SDI and IEPs
The IEP serves as the roadmap for a student's special education journey. It outlines the student's present levels of performance, annual goals, and the specific services needed, including SDI. The IEP team determines the type, frequency, location, and duration of SDI services required to help the student achieve their IEP goals.
The Role of School Leaders in Supporting SDI
School leaders play a critical role in fostering a school culture that embraces SDI. Here are some key actions you can take to go beyond simply providing resources:
Professional Development, Lead the Charge: Don't just offer professional development on SDI; actively participate in the training yourself. This demonstrates your commitment to the program and sets the tone for the school.
Invest in High-Quality Training: Partner with reputable organizations or educational consultants (like myself), to provide comprehensive and ongoing SDI training for both general and special education teachers.
Facilitate Collaboration: Create professional learning communities (PLCs) or other collaborative structures where general and special education teachers can share best practices and problem-solve together.
Break Down Silos: Break down silos between general and special education departments. Encourage co-teaching models and integrated planning sessions to ensure seamless integration of SDI within the overall instructional plan. Perhaps engage in co-observations.
Facilitate Communication: Establish clear communication protocols between teachers, specialists, and families regarding SDI implementation and student progress.
Resource Allocation: Be Proactive: Conduct a thorough needs assessment to identify any gaps in resources required for effective SDI implementation. This could include assistive technology, instructional materials, or additional staff support.
Advocate for Resources: Lobby your school board or district for budgetary allocations to support SDI. Clearly communicate the impact of SDI on student success and achievement.
Resource Management: Develop a system for managing and distributing SDI resources efficiently. Ensure equitable access to resources across all schools within your district or network or classrooms.
Monitoring and Evaluation: Establish a System: Develop a data-driven system for monitoring the effectiveness of SDI services. This may involve progress monitoring tools, teacher observations, and student feedback.
Use Data to Drive Decisions: Regularly analyze data collected through monitoring to identify areas of success and areas needing improvement. Use this data to inform adjustments to SDI strategies and resource allocation.
Communicate Progress: Share data on the impact of SDI with stakeholders, including teachers, families, and the school board. Highlight student success stories to celebrate the program's effectiveness.
Parent Empowerment: Involve families in the IEP process and decision-making regarding SDI services. Provide training and resources to help families support their child's learning at home. Organize regular meetings and communication channels to keep families informed about their child's SDI program and progress.
At the end of the day, SDI is more than just another acronym. It’s a service that every educator and leader needs to know, understand, and bring into their school-communities.
This article was supported by a number of resources, linked here:
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