Included in the federal definition of special education (34 CFR 300.39(b)(3)), specially designed instruction (SDI) is described as:
“adapting, as appropriate to the needs of an eligible child under Part B of the IDEA, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability and to 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.”
When a student with an IEP is struggling with the content of the general education curriculum, the specialist looks for ways to adapt it. Would an alternate text be more effective? Would changing the order of the content work better? Are there sections of the content that could be eliminated so that more time is available to focus on key concepts? Does the student need lower level standards with commensurate content in order to be successful? These are the types of questions that special educators ask themselves, all while keeping in mind the unique needs of each child on their caseload. In some cases, students may need expanded core curriculum to address compensatory skills such as using braille, mobility training, learning sign language or self-advocacy. Adding these content pieces would be considered SDI.
For busy educators, it can be tempting to adapt by simply lowering the content level. However, as we’ll see in the section on the three purposes of SDI, this should not be the “go-to” approach. Years of low expectations have resulted in terrible outcomes for students with disabilities. Most students with disabilities will not need adapted content in order to be successful. Instead, they need changes to how they are being taught, rather than what they are being taught. The curriculum and methodology needs to be designed and adapted to meet their individual needs while maintaining enough rigor that gaps can be closed. Additionally, let’s not forget that the word “adapt” might even mean that a student needs enriched content to avoid boredom related behaviors. Be very wary of the tendency to lower expectations.
Adapting methodology is the most common form of specially designed instruction. By examining a student’s history and evaluation results, we can see that the general education methods are not working well enough for the child. This is not an indication of poor teaching! General education practices work for approximately 85% of the student body. But for some students, their disability necessitates a different instructional method. This might include intensive phonemic awareness instruction, multi-sensory methods for comprehending new vocabulary, alternate math strategies or guided study skills.
The word “special” in SDI is a strong clue word. Special educators are able and obligated to bring a different perspective to designing and implementing instruction. With their pre-service training and in-service opportunities, job embedded experiences and different mindsets, they can create adapted methods. I find it helpful to ask myself each day “What am I doing today that is special?” I encourage administrators to ask their special educators, whether in pull-out or inclusive settings, “What are you doing today that is special?” These questions will help to refocus special education teachers on their most important job responsibility.
SCROLL DOWN FOR VIDEO CONTENT
The law does not give us any detail about the meaning of “adapt delivery,” but it is clear that it should be different than the typical activity of a general education classroom. For example, an intensive use of small group instruction – more than typical – is likely to be adapted delivery. So, too, would be an intentional decrease in pacing. Computer-based learning programs may constitute adapted delivery, but only if they are different than what students without IEPs are using. Many experts consider co-teaching to be ‘adapted delivery’ and therefore qualify as SDI. However, this is only true if the co-teaching meets the standards set in the law. This includes addressing the unique needs of the child with a disability in order to provide access to the general education curriculum so that they may meet the standards that apply to all children. In other words, the co-teaching must be effective at these elements, rather than an ineffective use of a special educator who happens to be in a general education classroom.
SCROLL DOWN FOR
VIDEO CONTENT
