Specially Designed Instruction (SDI) means adapting, as appropriate to the needs of a child the content, methodology, or delivery of instruction to address the unique needs of the child that results from the child’s disability and to ensure access to the general education curriculum, so that the child can meet the educational standards that apply to all children.
SDI is how you are teaching the child and how instruction aligns to the needs of the child. For SDI, the delivery of instruction is either different from what every child receives or is a critical element of instruction. For example, a teacher may use the strategy of modeling with all young children, but for the child with a disability the strategy is critical to ensuring the child has access and can participate in the general education curriculum. There must be a clear connection to the specific goal referenced and the location of services. The amount of time and frequency must reflect the need of the individual child and not be based on a schedule or availability of staff. In addition, the amount of time and frequency must be clear and understandable to parents regarding when services are being provided. Each specially designed instruction should only have one provider and one location listed so that it is clear who, is doing what, where, and for how long. Specially designed instruction can also be a related service.
SDI is INSTRUCTIONAL methods and strategies specially designed for each individual student and goal. Specially designed instruction is NOT simply a list of accommodations. SDI should be specifically designed to assist the child in progressing toward achievement in his/her goals. When designing the specially designed instruction, teachers should consider the implications for instruction in part 2 of the ETR, consult with the school psychologist and/or use other evidence on how the student best learns.
SDI can be provided by any intervention specialist and related service provider. Paraprofessionals and general education teachers can reinforce skills that have been taught, implement accommodations and monitor progress. The role of the paraprofessionals and general education teacher should be documented in the Support for School Personnel section and not in the SDI section.