SPECIALLY DESIGNED INSTRUCTION
Laurance Anderson
Non-District Schools Specialist
RSE-TASC
Regional Special Education
Technical Assistance Support Center
Eastern Suffolk BOCES
(631) 218-4197
laanders@esboces.org
To adapt, as appropriate to the needs of a
SWD {Student with a Disability}:
Content,
Methodology,
Delivery of Instruction
To address the unique needs
of the child that result from
the student’s disability
“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.”
Quality Indicators
and Look -For’s
Driving Question: Does the Specially Designed
Instruction improve student learning?
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Special educators, related service providers
and general education staff work together to
enhance/unify instructional planning and
implementation
Educators can describe student needs and the
implications of SDI
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All educators should have realistic, high
expectations for student learning.
Decisions about provisions of instruction
(pacing, frequency, duration, alternate
approaches) are based on each student’s
individual needs
The learning process is structured to include
multiple, varied opportunities for student
participation in classroom instruction
Materials used for student practice are
meaningful and lead to the desired learning
outcomes
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A variety of instructional strategies are used to
address student goals
Teacher adjusts instruction based upon student
response to learning
Instructional group (composition and size) are
fluid and flexible to address student needs as
assessed through progress monitoring
Instructional decisions are data-based and
supported by evidence and/or practice +
observations
Instructional groups are
appropriate to support learner
outcomes
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Instructional groups are based on learner
needs in the areas of academics and learning
characteristics, social, physical and
management needs, rather than disability
category
Classroom teaming provides opportunities
for increasing instructional intensity for
students with disabilities in the general
education classroom
Supplemental instruction addresses student
needs for targeted skill development
Supplemental supports and services
are effectively used….
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Students are provided with and taught
effective ways to use assistive technology to
support their individual learning needs
Instructional materials are available to
students in alternate/alternative formats
The roles of different members of classroom
teams, including supplemental school
personnel (teaching assistants and teacher
aides), are designed and implemented for
efficiency and effective practice
Roles of paraprofessionals are clearly defined
and support development of student
independence!
It’s not about:
what you
teach
It’s about:
what they learn
Part of designing the instruction to fit the needs
of a specific child… adaptations may be made
to…
Content,
Methodology,
and/or
Delivery of Instruction.
“If we are to create schools in which students feel
welcomed and part of a community, then we
must begin by creating schools that welcome
the diversity of all children.”
Kunc, Norman
Specially Designed
Instruction:
Effective
Classroom
Adapting
Curriculum
Management
Because behavior problems are often a reflection
of skill deficits….
Teaching is often the best intervention!
Adaptation of instruction and curriculum can
result in improved behavior and
increased opportunity for learning
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Maintaining a well managed classroom and
using proven teaching practices isn’t always
enough
The continued problem behavior of students
CAN signal a need to further address teaching
strategies and curriculum content at a more
individualized level
Upon receiving instructions/directions
problem behavior may occur.
These behaviors may include:
 Off task
 Out of assigned area
 Misuse of material
 Non-compliance {generic or specific}
 Escalation upon redirection to task

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Are appropriate and desirable for
ALL students… to experience the most success
in the classroom
Whether or not the student has an identified
disability
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Do Not fundamentally alter or lower
expectations /standards in instructional level
content or performance criteria
Changes are made in order to provide equal
access to learning and equal opportunity to
demonstrate what is known
Grading is the same
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Do fundamentally alter or lower expectations/
standards. Course requirements are modified.
There are alternate curriculum goals…
Changes are made to provide student
meaningful and productive learning
experiences based on individual needs and
abilities…
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Grading is different
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Applies to students with disabilities
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Social and academic skill and performance
levels
Response styles
Learning styles
Preferences and interests
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Curricular Factors
Scope and sequence
objectives
Presentation methods
Content
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Instructional Factors
Teaching Methods
Response opportunities
for students
Activities for acquisition,
mastery
Teacher responses
Ecological Factors
Physical arrangement of
furniture
Predictability of environment
Equipment and materials
available
Adaptations
Curriculum
Instructional
Ecological
Adapt what is taught
Adapt how it is taught
and how learning
Is demonstrated
Adapt the setting
Where, when and
With whom
Three Types of
Adaptations
To Curriculum
Difficulty
Preference
Interest
Meaningfulness
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Incorporate and alternate mastered skills and
activities with new
Adjust difficulty level (lower the reading level)
Provide errorless learning opportunities
Shorten difficult assignments
Complete tasks steps at a lower difficulty
(projects)
Use homework only for practice of previously
acquired skills
1.
Change Amount of Work
2.
Change Amount of Time
3.
Change Student Output
4.
Reduce Reading/Writing Demand
5.
Peer Support
6.
Scaffolding
(Simmons & Kameenui, 1996; Vaughn, Duchnowski, Sheffield, & Kutash, 2005)
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Include illustrations on worksheets describing
how to complete tasks
Highlight and underline important words in
instructions and texts
Create Guided Notes that highlight key points.
Permit students to use outlining software to
facilitate planning
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Provide reading selections on tape for weaker
readers
Schedule additional time for weak readers to
complete assigned reading.
Allow stronger readers to use extra time for
enrichment
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Incorporate student preferences into the task
Alternate preferred with non preferred tasks
Incorporate student interests into the task
Instructional objectives remain constant
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Jack prefers manipulative activities over fine
motor
Handwriting copy on topic of interest
Count items using items of interest
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Teach skills that help the student participate
fully in individual community activities
Traditional tasks are made more purposeful by
developing functional activities:
General community/vocational skills
Recreational
Creation of a useful product
Turn to your elbow partner on your right.
Name two (2) types of Curriculum Adaptations
you have made to your classroom to meet
student needs.
We will share our findings.
Two types of
Instructional
Adaptations
Instructional
Presentation
Alternation
Modality
Format/Materials
Task Division
Choices
Student Response
Output
Modality
Format/Material
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The information provided (difficulty level)
The manner in which it is provided (brief
lectures, cues/prompts)
The materials provided during practice or
evaluation of the student
Task Alternation
Intersperse Activities:
 Novel with familiar
 Preferred with non preferred
 Teacher directed with independent
 Lecture with interactive activities
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For some students presenting difficult tasks
back-to-back often sets the occasion for
frustration, failure and problem behavior.
Varying the sequence of tasks may not be
necessary for average students, but can be very
important for students who are at-risk for
learning or behavior concerns
(Darch & Kame’enui, 2004).
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Intermingle easy/brief problems among longer
or more difficult tasks
Deliver 3 to 4 simple requests prior to a more
difficult task
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On a sheet of math problems white out one
number on every third question to intersperse
easier calculations with more difficult ones.
In vocabulary lists include words from related
areas of interest, songs, sports.
During a writing activity ask students to
illustrate/graffiti/create logo at the end of __ # of
paragraphs.
Modality
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Read text aloud to students
Accompany oral information with overheads,
graphic organizers, visual pictures, maps or
outlines
Provide audio or videotapes to accompany
textbooks
Provide models or demonstrations
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Format/Materials
Conduct demonstrations and role plays
Highlight a content area textbook
Provide large print materials
Provide answer boxes or more room to write
on tests and worksheets
Add pictures and/or symbols to text
Task Division
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Break the task into
smaller units
Present Choices of:
Task
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Response Method
Who to work with
Where to complete
task
“Providing opportunities for students to make
choices has been demonstrated to be an effective
intervention in preventing problem behavior
and increasing engagement”
(Kern and Clemens, 2007, p. 70)
Examples of classwide choice:
 Type of task or activity
 Order for completing tasks
 Kinds of materials that will be used
 Whom to work with
 Place to work
 Choice of how to use time
Adapt the behavior required by the student
Such as
listening to a lecture, reading a resource book,
taking notes, organizing and writing
information, multiple choice format
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Modality
Listen to someone else read a test aloud
Give oral rather than written directions
Use the computer to answer questions rather
than paper/pencil
Communicate spelling words orally
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Format/Material
Solve functional math problems rather than
practice isolated skills (count money, not
counters)
Complete chart, map, outline instead of writing
an essay about a novel
Use computer: PowerPoint
Turn to your elbow partner on your left.
Identify two (2) types of Instructional
Adaptations you have successfully used in
your classroom to meet student needs.
We will share our findings.
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Ecological adaptations involve modifying the
physical and interpersonal settings
Curriculum and instructional adaptations
depend on a sound environment
Are not sufficient alone to change most
problem behavior
The purpose is to enable a student to cope with
demands of the environment while learning
new skills
Three Types of
Ecological
Adaptations
Where
Adapt the Place
When
Who
Adapt the
Schedule
Adapt the
Staff or grouping
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Provide access to privacy for a student who has
difficulty concentrating or staying on task
Minimize congestion
Groups/stations positioned to minimize
distractions
Clear lines of vision to the students
Students can see all instructional displays
Behavioral expectations are clearly posted
Create a sense of well being and safety
Change the Schedule
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Opportunities for choice and reasonable
control
Provide additional breaks
Daily class schedule posted
Individual student schedules as needed
Use of visuals
Procedures for transition times are posted
Label materials, areas
Predictable routines
Anticipation cues
Color coding
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Use a different teacher for a particular
subject/activity
Find opportunities for student to spend extra
times with preferred adults/peers
Change the number of peers with whom the
student is grouped for instruction
Friendships with diverse groups is promoted
Social inclusion is provided for students with
disabilities
Mechanisms in place for daily communication
between teacher and student
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An instructional question, statement or gesture
made by the teacher seeking an academic
response from students (Sprick, Knight, Reinke & McKale 2006)
A teacher behavior that prompts or solicits a
student response (Simonsen et al, 2008)
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Reading aloud
Writing answers to a problem
Verbally answering a question
Responding to a teacher’s cue (action)
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Teacher Provides:
Prompts
&
Wait time
Student
Responds:
Read
Write
Verbal Answer
Motor/Gesture
Teacher Provides:
Specific, Positive
Feedback
Teacher talk = 40-50% of the instructional period
2.
Prompts = 3.5 per minute average
3.
Wait time = 3 or more seconds
4.
Feedback = ratio of 5 positive to 1 corrective
*Focus = Is the teacher creating opportunities for students to
DO something rather than just being passive recipients?
1.
(Sprick et al., 2006; Stichter et al., 2006)
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Teacher says,
“When I give the
signal everyone
answer this
question:
What is the square
root of 49?
Students chorally
respond, “7”
Teacher says,
“Yes! The
correct answer
is 7”.
Teacher waits a
few seconds and
gives signal.
Or
They write the
answer on their
white board and
hold it up
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Teacher says,
“When I say go
push your device
or hold up your
card to let me
know the color of
this car.”
Students respond
by indicating the
car color on their
device
Teacher says,
“Yes! The
correct answer
is blue”.
Teacher waits a
few seconds and
gives signal.
Or
They hold up their
pre-made cards
that indicate their
answer (blue)
Adaptive CFU
Courtesy AHRC-Suffolk
Adapted CFU
Courtesy SLCD, Long Island Non-District School
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Behavioral Outcomes:
Increases student engagement with instruction
Allows for high rates of positive, specific
feedback
Limits student time for engaging in
inappropriate behavior
Is an efficient use of instructional time
(Heward, 1994)
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Are all students called on?
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Use a seating chart & mark off when a student is
called on to answer an academic question.
Draw students’ names from cards
Increase individual responding
Allow a “lifeline” if student does not know answer
Opportunity to Respond is an instructional
question, statement or gesture made by the
teacher seeking _______________________.
Rate of teacher instructional talk is ___% of an
instructional period
Optimal rate of prompts is ___ average per
minute.
Effective wait time is ___ or more seconds.
Three common strategies to increase OTR are:
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1.
2.
3.
Tracking students called on
Guided __________
Response ________
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Examine Existing Lecture Outlines
Delete Key Facts, Concepts & Relationships
Insert Concept Maps, Graphs, Charts,
Diagrams & Other Resources
Provide Formatting Cues (Blank Lines,
Numbers, Bullets, etc)
Do Not Require Students Write Too Much
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Cards, signs, or items simultaneously held
up by all students to display their responses
Types of Response Cards:
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Preprinted Cards: Yes/No, True/False,
Agree/Disagree,
Preprinted Cards with Multiple Answers:
Letters, Numbers, Parts of Speech, Characters in
a Story
Write-On Cards or White Boards
Back side of recycled paper
Easy to Manipulate, Display and See
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Distribute true/false cards to all participants.
Routine:
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I will ask a question and give you time to think.
I will say “Answer”
Show your card with your answer toward me.
Hold card until I say “Cards down”.
Place card on table and put eyes on me.
Practice
Handout 5
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Think
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Have students think and record responses.
As students are writing, move around the classroom and record
their ideas and their names on an overhead transparency.
Pair
Have students share their ideas with their partners. Have them
record their partner’s best ideas.
 As students are sharing, continue to record ideas on the overhead.
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Share
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Use the transparency for sharing with the class.
Elicit Responses through Choral Responses
“How many of you had ______?” or “How many of you agree
with
this answer?”
Ask for show of hands, thumbs up or down
If students don’t respond repeat.
-
Whip Around or Pass
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This strategy is best used when there are many
possible answers to a question.

Ask the question.
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Give students thinking time.
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Start at any location in the room. Have students
quickly give answers going up and down the rows
without commenting. Students are allowed to pass if
they do not have a response or someone has already
shared the same idea.

Procedures for calling on students to insure
that all students are involved.
Procedure #1 - Call on students in different parts of the room.
Procedure #2 - Write names on cards or sticks. Draw a name.

If a student is called on and says “I don’t know,”
scaffold his/her response.
#1 - Guide the student to the correct answer
by asking questions.
#2 - Have student consult with his/her partner.
#3 - Have student refer to his/her book.
#4 - Have student tell the “best” of previous
answers.
#5 - Tell student an answer.
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Class wide Peer Tutoring
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http://www.specialconnections.ku.edu
Peer Assisted Learning Strategies (PALS)

http://iris.peabody.vanderbilt.edu/palshs/chalcycl
e.htm
http://www.collegeathome.com/blog/2008/06/10
/100-helpful-web-tools-for-every-kind-of-learner/
http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
Differentiated lessons based on learning style
http://www.fun-with-words.com/mnemonics.html
Mnemonic aids
Count off by 1 and 2 and pair off.
List three (3) examples Ecological Adaptations
you have made to your classroom to meet
student needs.
We will share our findings.

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http://daretodifferentiate.wikispaces.com/Differentiat
ed+Instruction+%26+Understanding+by+Design
http://lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.h
tm
http://hopemiddle.weebly.com/28-instructionalstrategies.html
http://www.doe.in.gov/exceptional/gt/tiered_curric
ulum/welcome.html
http://www.collegeathome.com/blog/2008/06/10/10
0-helpful-web-tools-for-every-kind-of-learner/
http://louisville.edu/education/srp/abri/training.ht
ml- videos
Differentiated Classrooms offer
different approaches to…
CONTENT: What students learn
PROCESS: How they learn it
PRODUCT: How they demonstrate what
they have learned
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Developmental Disabilities Institute
Courtesy of Lake Grove School
Adapted CFU
Courtesy of UCP-Suffolk
Adapted CFU
Courtesy of UCP-Suffolk
Adapted CFU
Courtesy of UCP-Suffolk
Courtesy of AHRC-Suffolk
Adapted CFU
SLCD, Long Island Non-District School
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What would you do if something or someone
invaded your neighborhood?
What would you do if something or someone
invaded the neighborhood 20 minutes away?
Why did I use the following words to
introduce WWII-desperate, neighborhood,
assist, defeat, invaded.


Draw a graph and label the “x” and “y” axes.
Then, graph a line with the endpoints (3,5)
(7,2). Graph a line with the end points (-3, -5)
(7, 2)
Provide two ways of writing the equation for a
line.


In thinking about “pscychological
metabolism”, why is this a good term to
describe what we have been discussing today?
In thinking about the Myers Briggs personality
scales, what characters from The Outsiders
match which personality trait?

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
In pictures and words, show me a lunar and
solar eclipse.
In thinking about eclipses, who are the key
players?
Why is the word POSITION also important?
Write a simple lesson plan, pick two (2) ways to
differentiate your lesson from the list below to
“Specially Design” instruction:
Content
Process
Product
Learning Style
Readiness
Interest
http://explicitinstruction.org/download/sample
-chapter.pdf
CREDITS
Former RSE-TASC “NDS” Michelle Bermani, for many
slides + outline for this presentation!
I would also like to credit multiple slides numbers to:
Education Service Agency, Region 2
Pat Bruinsma, Pat Hubert, Melissa Goodwin, Cate
Sommervold, Marge Hauser, Lori Stoltenburg, and
Vickie Venhuizen.
Their presentation, “Low Prep Strategies for
Differentiating Instruction”
Midwest Regional Association of Middle
Level Educators Conference
October 17, 2008 is/was available online