Students with disabilities (SWD) are entitled to learning goal-driven instruction that takes into careful consideration student need, academic standards, and specially designed instruction (SDI). The Individuals with Disabilities Act (IDEA, 2004) and the more recently decided Supreme Court Case, Endrew F. v. Douglas County School District (2017), assert that the quality and effectiveness of a child’s Individualized Educational Program (IEP) must be “… appropriately ambitious …” and include “… challenging objectives ….” In short, teachers are required to provide instruction that is adapted to meet the specific needs of SWD so that they can achieve the same educational standards and goals as students without disabilities. [Read more…]
Implementing Specially Designed Instruction in the General Education Classroom
Authors:Â Â 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:
Maximizing Instructional Time through Structured Conversations
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…]
Laying the Foundation for Standards-based Data-driven Specially Designed Instruction
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…]
Specially Designed Instruction: Realizing the Potential of Co-Teaching
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.
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