GreatIdeasConvention2016
LearningLab
SpeciallyDesignedInstruction:Puttingthe“S”inDI
KellyBevisWoodiel,SomersetISD
To locate documents electronically, please go to LiveBinders.com, and follow the directions in the
diagram.
1
TCASE 2016 |
educationINC
Specially Designed Instruction Questions & Answers
How does IDEA 2004 define Specially Designed Instruction?

A no cost [service] to the parents, to meet the unique needs of a child with a disability” (34
CFR §300.39(a)(1)).

Adapting, as appropriate, to the needs of an eligible child under this part, 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” (34 CFR §300.39 (b)(3)).
How is specially designed instruction different than differentiated instruction?
Differentiated instruction is a framework or a philosophy for effective teaching that involves
providing students with a variety of paths to learning based upon students’ learning preference
and needs.
Specially designed instruction addresses the unique learning needs of students who have a
disability, so they may accomplish their IEP goals and objectives. Services may include:
accommodations, modifications, and adaptations in instructional methods, materials, techniques,
media, physical setting, or environment.
How do I differentiate instruction for students?
Teachers can differentiate according to the CONTENT, PRODUCT, and PROCESS.
For a list of examples, please see the document titled, Differentiated Instruction v. Specially Designed
Instruction.
What does specially designed instruction look like?
Specially designed instruction looks different for each child with a disability. The law asks the
ARD committee to consider the unique needs of each child with a disability, AND adapt the
content, methodology, or delivery of instruction, so s/he may make progress in the general
curriculum and close achievement gaps.
For a list of examples, please see the document titled, Differentiated Instruction v. Specially Designed
Instruction.
2
TCASE 2016 |
educationINC
How does specially designed instruction relate to measurable annual goals?
Instruction for students with disabilities outlined in the IEP defines the specially designed
instruction. The ARD committee uses the information from the student’s Present Levels of
Academic Achievement and Functional Performance (PLAAFP) statements to develop
measurable annual goals. Once the goals are written, the ARD committee determines what
adaptations, accommodations, and/or modifications are needed to support the student’s progress
towards achieving the annual goals and make progress in the general curriculum. The specially
designed instruction is embedded in the student’s IEP in various sections.
Where do I find specially designed instruction in the IEP?
A student’s specially designed instruction may be found in different locations within the IEP
based on how the student qualifies for special education services and needs. Look at the
Transition Plan for students 14 or older, Present Levels of Academic Achievement and
Functional Performance (PLAAFP) Statements, Annual Goal and Objectives, Instructional &
State Assessment Accommodations, Behavior Intervention Plan, Supplements; such as, Autism,
Personal Care, etc., and/or Deliberations.
Who is responsible for delivering specially designed instruction to students with
disabilities?
Any staff member who works with a student with a disability is responsible for reporting datarich information to the ARD committee on the effectiveness of the current strategies outlined in
the IEP and for updating the strategies based upon current needs. According to Doe v. Withers,
the multidisciplinary team, consisting of all staff that work with the student with a disability, is
responsible for ensuring the student is receiving his/her specially designed instruction outlined in
the IEP. Working collaboratively together as a team to implement the IEP is the responsibility of
ALL involved.
Should ARD committees still consider modified content if there is no modified state
assessment available?
Yes. The decision is based on the PLAAFP and there must be a corresponding goal in the subject
area where the student is receiving the modified content. The elimination of the modified
assessment does not equate to the removal of modified instruction in the classroom. If modified
instruction is part of the student’s specially designed instruction in the student’s IEP, its
implementation is required by IDEA 2004.
From the: 2014 Individualized Education Program (IEP) Annual Goal Development: Question and Answer
Document. Question 2.18. Retrieved from: http://www.esc20.net/default.aspx?name=ci_se.agc.Resources
3
TCASE 2016 |
educationINC
Differentiated Instruction v. Specially Designed Instruction
Content, or what is taught and learned, is the curricular topics, concepts, or themes presented to the
student by the teacher. The student engages with the content based upon his/her level of readiness, i.e.,
current skill level.
DI
SDI
Simplify numbers, graphics, vocabulary
Spiral the TEKS
Chunk complex information
Curriculum Scope and Sequence of Content
Reduce the breadth & level of difficulty
Remove extraneous information
Frequent reminders of key concepts
Prerequisite skills
Process refers to how the student makes sense of what is learned based upon his/her interests,
background, and preferences.
DI
SDI
Activate prior learning using anticipatory steps
Pre-teach targeted key concepts; preview text
before reading to activate prior knowledge; draw
conclusions; set a purpose for reading
Flexible Grouping/Cooperative Learning
Small groups or individualized instruction to
emphasize key concepts and provide direct,
intensive instruction
Games
Repetitive tasks in game form to encourage and
motivate learning
Questioning
Questioning with visuals and choices
Technology
Text-to-speech; speech-to-text; calculator; word
processing rather than paper & pencil
Metaphors, Analogies, and Similes
Clarification or rewording of vocabulary, complex
sentences, and concepts using definitions, similes,
literal language, graphics, animation, etc
Product is how the student demonstrates or shows evidence of what has been learned to the teacher,
class, or other audience(s).
DI
SDI
Graphic Organizers
Partially completed graphic organizers
Project-Based Learning
Choice to complete a project or other assignment
Role-Play
Pre-teach concepts and practice role-play prior to
instruction
Paper and Pencil Tasks
Provide alternative grade-level assignments based
upon skill set and need
Artwork
Choose/Indicate from a set of preselected pictures
to create a product based upon topic or assignment
Writing & Journals
4
Use writing process checklist, transcribe what
student says, and ask student to read and write
selected words from the transcripted text
TCASE 2016 |
educationINC
ALL
SOME
FEW
5
• CORE Curriculum, Interventionists, Counselors, Tutoring (During/After), Istation, Teacher Specialists,
TCMPC/TEKS Resource, Think Through Math, PALS, Reading A Through Z, Sidewalks, Instructional
Technologists, UTSA Roadrunner Reading Program, College Guidance Center, Career Exploration Center,
Formative Assessments
• Interventions, Accommodations (Linguistic, Academic, Behavior, Executive Functioning), Read
180, Esperanza, BIL Aides, Inclusion & Co-Teach Support, Gear Up, Internships, Credit
Recovery
• Clinical, Dyslexia Teachers, Sec. 504 Services, G/T Teachers, Modified Curriculum, Prerequisite
Skills, Direct & Intensive Instruction from Specialists, Instructional Paraeducators, SelfContained, Resource
TCASE 2016 |
educationINC
6
TCASE 2016 |
educationINC