Considerations for Specially Designed Instruction
This document is intended to serve as guidance for IEP teams, administrators, parents, educators and
practitioners as they determine the need for, plan, and implement specially designed instruction (SDI)
for students with disabilities who require an individualized education program (IEP). The majority of
students with disabilities spend 80% or more of the school day in general education settings where the
delivery of SDI can be blurred by regular instruction. Further, with the evolution of a multi-tiered
system of support (MTSS) in North Carolina, clarification on the distinctive features of SDI—or what
makes special education “special”—is offered to promote common understanding for all stakeholders.
The following content is a synthesis of NC DPI EC Division staff members’ input and literature review.
WHAT IS THE DEFINITION OF Specially designed instruction means adapting, as appropriate to the
needs of an eligible child under this part, the content, methodology,
SPECIALLY DESIGNED
or delivery of instruction-INSTRUCTION?
(i) To address the unique needs of the child that result from
the child's disability; and
(ii) 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.
IDEA Part 300(A)300.39; NC 1500-2.34(b)(3)
WHAT IS SPECIALLY
DESIGNED INSTRUCTION?
 Responsive, systematic instruction in addition to and different
from high quality differentiated instruction and universal design
for learning (UDL) made available to all students
 Customized, individualized instruction described in an IEP that is
informed by:
o Current/existing student performance data
o Evidence based Instruction and intervention to the extent
practicable
o Best available evidence for instruction and interventions
known to be effective with students with disabilities
 Instruction addressing student academic, behavioral, and/or
functional needs arising from a disability that, in general
education, inhibits proficient knowledge and skill:
o Acquisition
o Retention
o Expression
o Application
 Not accommodations and modifications alone
 Required rather than beneficial to access the standard course of
study
WHY IS SPECIALLY
DESIGNED INSTRUCTION
PROVIDED TO STUDENTS
WITH DISABILITIES?
 To meet the individualized needs of students with disabilities as
described in the IEP
 To address gaps and/or accelerate academic, behavioral, and
functional progress toward age- and grade-level standards
WHERE AND WHEN IS
SPECIALLY DESIGNED
INSTRUCTION DELIVERED?
HOW IS SPECIALLY
DESIGNED INSTRUCTION
DELIVERED?
WHO SHALL DESIGN AND
MONITOR SPECIALLY
DESIGNED INSTRUCTION?
WHO CAN PROVIDE
SPECIALLY DESIGNED
INSTRUCTION?
HOW IS SPECIALLY
 To ensure a free, appropriate, public education (FAPE)
 To ensure students with disabilities graduate with a diploma
 To ensure all school programs, activities, and environments are
accessible
 Any place school-sponsored activities occur, as defined in the
student’s IEP
 Any time during school-sponsored activities occur, as defined in
the student’s IEP
 To the maximum extent appropriate, with students who are not
disabled, based on individual student need described in the IEP
 Within environments which are most conducive to student
progress
 Delivered more urgently, more relentlessly, more intensely,
more precisely, more directly, in a more highly structured
manner, and in a more carefully monitored manner
 Adaptations to instruction designed to meet the unique needs
of the student arising from his/her disability which may include
changes to:
o the purpose and appropriateness of the task
o the complexity of the task
o the size of the task
o the time allotted
o the pace
o the environment
o the order of learning
o the procedures and routines
o the resources and materials
o the application and demonstration of knowledge
o the level of support
o independence, participation, and motivation
 Highly qualified special education teachers, including BK certified
teachers, and related service providers with specialized training
(e.g., license, education, and/or credentials), in collaboration with
regular education teachers, and having demonstrated
competency in the area of need
 Highly qualified special education teachers, including BK certified
teachers, and related service providers with specialized training
(e.g., license, education, and/or credentials), in collaboration with
regular education teachers, and demonstrated competency in the
area of need
 IEP team member or person to whom instruction has been
delegated who:
o Has demonstrated competence in delivering the specially
designed instruction or intervention
o Is routinely monitored for fidelity and effectiveness by the
special instruction/intervention designer
 Through a specially designed progress monitoring plan
DESIGNED INSTRUCTION
MONITORED FOR
EFFECTIVENESS?
 Through analysis of repeated individual student assessment data
that indicates:
o Student rate of catch-up growth on IEP goals results in
improved proficiency on grade-level standards
 Through analysis of multiple data sources that include common
formative assessments, interim/benchmark assessments,
outcome assessments and universal screening that indicates:
o Special education is responsive and resulting in positive
outcomes for the majority of students
o Students in special education are experiencing reduced risk
over time
o Instruction is being delivered with fidelity, using curriculum
and practices consistently and accurately, as they were
intended to be used
 Through collaborative, systematic data review, analysis, and
problem-solving by the IEP team to determine when/if:
o SDI needs to be modified
o Goals need to be advanced or adjusted
o SDI is no longer required
 Through stakeholder feedback
 Through teacher/service provider performance evaluation
 Through self-reflection by teachers and service providers
WHAT IS SPECIALLY
DESIGNED INSTRUCTION
WITHIN A MULTI-TIERED
SYSTEM OF SUPPORT?






Specially designed instruction can be designed for and delivered
within any tier of a multi-tiered system of support to meet the
unique needs of the student
Special education is designed to accelerate student progress
beyond that which occurred during the provision of multi-tier
supports in general education
Students receiving special education should show greater
growth towards age or grade level standards than what they
were attaining with general education alone
Tiered supports are available to all students, including students
with disabilities; SDI is available only to students with identified
disabilities under IDEA with an IEP
SDI can be provided and embedded at any tier when content,
methodology, and/or delivery are adapted according to the IEP
Intensive support provided to any student should be in addition
to not instead of Supplemental and Core instruction