Authors: Shelley Littleton, M.Ed., and Mary Murray Stowe, M.Ed.
Specially designed instruction (SDI) must be delivered to address the unique needs of students with Individual Education Programs (IEPs) (Individuals with Disabilities Education Improvement Act [IDEA], 2004). SDI may be delivered within the general education classroom. Removal to a separate classroom is NOT necessary to provide this type of instruction and may in fact impede access to the general education curriculum.
Access to the general education curriculum is one of the most compelling rationales driving construction of appropriate IEPs besides being a legal requirement of IDEA, 2004. The following three IEP requirements are designed to move student involvement and progress in the general education curriculum forward:
Every school year teachers ask themselves, “How can I create a class where students collaborate with one another as well as with me?” The answer to this question is cooperative learning. [Read more…]
Specially designed instruction (SDI) provides students with disabilities (SWD) the opportunity to make progress in the general education curriculum (IDEA, 2004). A student’s Individualized Educational Program (IEP) is supposed to provide the roadmap for special and general educators. Unfortunately, it is not unusual for special educators to become overwhelmed with the simultaneous demands of IEP development, scheduling IEP meetings, and standardized testing in the spring. [Read more…]
The principle of least restrictive environment (LRE) requires schools to provide instruction in the general education classroom for students with disabilities unless the “nature and severity” of the student’s disability prevents it (Individuals with Disabilities Education Improvement Act [IDEA], 2004). Additionally, the IDEA mandates access to the general education curriculum with instruction from qualified teachers. To meet the LRE and access requirements, many schools choose co-teaching as a service delivery model. Access to a co-taught classroom alone, however, does not satisfy the legal requirements. Access must also result in improved academic outcomes for students with disabilities.
Students with disabilities are faced with a variety of challenges as they encounter the general education curriculum. To ensure that students have meaningful access to and make progress in the general education curriculum, the special education teacher must strategically design supports and instruction. Developing an individualized educational program (IEP) requires a thoughtful review of all of the available data sources before drafting the IEP. [Read more…]
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