introduction to specially designed instruction

Carmen Fariña, Chancellor

INTRODUCTION TO SPECIALLY DESIGNED INSTRUCTION

Corinne Rello-Anselmi, Deputy ChancellorDivision of Specialized Instruction and Student SupportSpecial Education Office

[email protected]

TABLE OF CONTENTSIntroduction 2Overview of Specially Designed Instruction 3-5Important Points 6Implementing Specially Designed Instruction in the Classroom 7-9Specially Designed Instruction Mentions in the IEP 10-15Planning for Specially Designed Instruction 16-19Specially Designed Instruction Lesson Planning Tool 20-21Example of Specially Designed Instruction Lesson Planning Tool 22References 23

ABSTRACTThis guide is intended to support IEP teams, administrators, special education teachers, general education teachers with support from their special education colleagues, and practitioners as they determine the need for, plan, and im-plement Specially Designed Instruction.

Specially designed instruction (SDI) means adapting the content, methodology, and/or delivery of instruction based on the needs of an individual student to ensure access to general education curriculum. This kind of instruction is required for students with disabilities and is truly individualized based on the impact of the student’s disability. Spe-cially Designed Instruction must be determined on an individual basis and justified based on student needs identified in the Present Levels of Performance.

INTRODUCTION Specially designed instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, and/or delivery of instruction to address the unique needs that result from the student’s disability. This also ensures the student’s access to the general education curriculum, so that he or she can meet the educational standards that apply to all students (NYSED Regulations of the Commissioner of Education Part 200).

The unique nature of SDI allows educators to match the intensity of the learner’s instructional gap to appropriate interventions and instruction. Implementation of high quality SDI supports narrowing the academic performance gap between students with disabilities and their general education peers. Specially designed instruction supports students with disabilities to be successful in their least restrictive environment and make progress towards meeting grade-level standards.

Depending on the needs a student has, the SDI may differ student to student. In other words, SDI isn’t a one-size-fits-all mandate. One student may have a disability that primarily impacts their reading, while another may have a disability impacting their performance in math. The SDI that each student receives is unique to the effect of their disability and their learning needs. Once the effect of disability and learning needs of the student are determined, explicit and/or systematic instruction is provided to the student and documented in the student’s IEP.

SPECIALLY DESIGNED INSTRUCTION

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SPECIALLY DESIGNED INSTRUCTION What is Specially Designed Instruction?Specially designed instruction is responsive, systematic instruction aligned to individual student need, building on a strong instructional foundation that includes high quality differentiated instruction and Universal Design for Learning (UDL). High quality differentiated instruction and UDL are instructional frameworks that guide the planning for all students.

Specially designed instruction is designated on a student’s IEP. This customized instruction is informed by current student performance data benchmarked against grade level standards and research-based instruction and intervention. Although SDI is necessary, it is not always sufficient for every student. In this case, the student would also need interventions. A student may benefit from tier II and tier III supports (both academic and behavior). Specially designed instruction is a service, not a place, and is not defined by where it occurs. The SDI will change over time as students’ progress. SDI may fade over time, for example, as students gain proficiency in using a supplementary device. It is important to consider how the SDI will be measured and monitored.

Academic, behavioral, and/or academic needs that arise from a disability that, in general education, inhibits proficient knowledge and skill acquisition, retention, expression, and application are addressed by SDI. For students with disabilities, SDI is required rather than beneficial to access the grade level curriculum. Although SDI is not an accommodation and/or modification, it may be provided to teach a student how to use an accommodation (e.g. extra time or break). For a student whose disability precludes or severely limits the ability to decode print, SDI in the area of “Tests Read” will provide the student with the opportunity to demonstrate content knowledge in all subject areas by mitigating the effects of a reading or print disability.

Why is Specially Designed Instruction Provided to Students with Disabilities?Specially designed instruction is provided to meet the individualized needs of students with disabilities as documented in their IEP. The SDI specific to each student is necessary to address gaps and accelerate academic, behavioral, and functional progress toward grade level standards.

Who can provide Specially Designed Instruction?Special education teachers and general education teachers with support from special education teachers can work together to align and integrate the specially designed instruction for each student. School-based team members, such as related service providers, can also provide specially designed instruction during the service provided or through the form of Integrated Co-Teaching (ICT) or Special Education Teacher Support Services (SETSS). An intervention specialist with deep content knowledge and expertise implementing evidence-based interventions is also qualified to provide SDI. A paraprofessional is allowed to provide SDI only when a certified special education teacher designs the SDI and the paraprofessional is under the supervision of the certified special education teacher.

How is Specially Designed Instruction Delivered? Specially designed instruction is delivered in a highly structured manner with frequent progress monitoring. Educators may also design the instruction to meet the unique needs of the student arising from their disability, which may include changes to:

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Adaptation ExampleThe complexity of the task Chunking and/or modeling

The size of the task Shortened extended writing response

The time allotted Extended time

The pace Pre-teaching, re-teaching, guided practice

The environment Proximity, minimal distractions, group student in smaller groupsThe procedures and routines Verbal prompts, cues, visual supports

The resources and materials iPad, speech-to-text software, Bookshare, copy of notes, graphic organizers

The application and demonstration of knowledge Frequent checks for understanding, access to computer for extended responses, speech-to-text software

The purpose and appropriateness of the task Personalized rubric, aligned to annual goals

Independence, participation, and motivation Timer, previewing assignments, behavior contract

**An Accommodation itself is not considered SDI. Teaching the student how to use the accommodation is a form of SDI.

Who Should Design and Monitor Specially Designed Instruction? Specially designed instruction should be designed and monitored by special education teachers and related service providers, in collaboration with general education teachers. Students can receive SDI throughout the continuum of services.

How is Specially Designed Instruction Monitored for Effectiveness? The specially designed instruction that a student requires may change over time. In order to best meet the needs of the student, the SDI should be analyzed through:

• Individual student assessment data • Analysis of multiple sources that include formative assessments and interim/benchmark assessments• Collaborative, systematic data review, analysis• Problem-solving by the IEP team to determine when/if:

o SDI needs to be modified o Annual goals need to be adjustedo The student no longer required SDI

Specially designed instruction can also be monitored for effectiveness through teacher/service provider performance evaluation and self-reflection by teachers and service providers.

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IMPORTANT POINTS•SDI is what a teacher does to deliver information to the student that is different from what other students received.

It may be instruction that is additional to what other students received and/or different methods or techniques to present the instruction not used with other students.

•SDI is what is done by the teacher, not the student, to help close the academic performance gap between students with disabilities and their general education peers.

•SDI is to be based upon the specific skills the student does not have which are necessary for them to improve their academic performance required for their measurable annual goals.

•SDI is not a restatement of the academic content standard being taught. SDI is the unique teacher instruction written on the IEP that will be provided to the students to support them in being able to meet or master their measurable annual goals.

•Properly selected SDI will allow the student to make progress in the general education curriculum and close the gap in academic performance relative to their non-disabled peers. Student abilities are factors in this closing of the gap, but this cannot be an excuse for setting low expectations of a student with disabilities. It is clear that having high expectations for any student has a positive influence on both teacher instructional decisions and increased performance by students.

•SDI is not about getting homework done.

•SDI is not about having an extra person in the general education classroom or about having an extra person around just in case something might happen.

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IMPLEMENTING SPECIALLY DESIGNED INSTRUCTION IN THE CLASSROOM

Per the student’s IEP, how does the student’s disability impact access and progress in the enrolled grade level curriculum?

These customizations are the specially designed instruction for the student based upon the specific needs resulting from the disability as described in their IEP and applied to classroom content.

Content

• Curriculum based upon State standards

Delivery of Instruction

• How instruction is provided based on the needs of the student (i.e. more explicit, more systematic)

Methodology

• The instructional design of content: an approach to instruction

How does the student access the general education curric-ulum (i.e. accommodations, modifications, or pre-requisite skills)?

Examples:

-Leveled Text (same text con-tent, but text provided at the student’s reading level

-Reading passages shortened

*Please note that the content should be adapted for only a small percentage of students.

How is this applied to the content that the student is learning currently? Is the instruction more explicit or systematic?

Examples:

-Pre-teaching/re-teaching specific skills or content or vocabulary

- Explicit step-by-step instruction for more comprehensive skills or tasks

-Speech to Text Software to support written idea development or evidence of comprehension

Is there a practice or set of approaches that prove to be more productive and/or ideal for this student when acquiring knowledge and skills?

Examples:

-Chunking

-Multi-sensory phonics instruction

- Math manipulatives that are additional to what is already being used with the class

-Scaffolded writing process with increased emphasis on planning and organizing

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IMPLEMENTING SPECIALLY DESIGNED INSTRUCTION IN THE CLASSROOMLet’s apply this thinking to Pedro, a student with a learning disability in the fifth grade. The team has studied Pedro’s needs, and they know that his disability impacts reading comprehension and written expression. In addition to targeted literacy intervention, Pedro’s IEP will include specially designed instruction including the following:

While the teacher may often request graphic representations of vocabulary words and present students with visuals as they learn novel vocabulary, Pedro retains his journal for use during later assignments. This journal has been engineered for him to master vocabulary using the notebook. Incorporating a vocabulary notebook into the curriculum right from the start would provide Pedro the chance to develop a useful vocabulary learning habit, and perhaps increase the chances of the vocabulary words being used throughout the language learning process.

Where can you find Specially Designed Instruction in the IEP? Present Level of Performance In the following pages, you will see an example of a Present Levels of Performance Robert is a student with program recommendations of ICT in the content areas of Math, ELA, Social Studies, and Science. He has difficulty decoding words fluently and struggles to comprehend what he reads. Robert also presents great difficulty comprehending information presented auditorily. Robert often has difficulty understanding and gaining meaning from the context of a conversation. Also, Robert has difficulty understanding figurative language, which often resulted in an inappropriate literal response to a comment from peers and adults. Robert has difficulties with attention and remembering information. He has difficulty retaining information in short-term memory. Robert requires more time than his peers to recall information automatically and therefore has more difficulty handling larger amounts of information at one time

Management Needs Management needs describe the environmental and human or material resources needed to address the identified needs. In the following pages, you will see an example of the management needs in Robert’s IEP. For example, a homework planner addresses the concerns noted regarding memory and organization, and graphic organizers support critical thinking.

Effect of Disability When constructing the Effect of Disability consider the following questions:How is the disability manifested?How does the disability impact access to, progress, and participation in the general education curriculum?

In the following pages, you will see an example of the Effect of Disability in Robert’s IEP. This example describes how Robert’s disability impacts his participation in the general education curriculum. For example, Robert experiences difficulty decoding words fluently and he tends to struggle to comprehend what he reads independently. Robert also presents great difficulty comprehending information presented auditorily without accompanying handouts or visuals. This example describes how Robert’s disability manifests itself in regards to comprehending information provided verbally. Robert’s teachers have to provide Robert with verbal directions and directions in a visual or written format.

Annual Goals Should address the challenges/educational needs that result from the student’s disability as mentioned in the PLOP.

An example of one annual goal that addresses Robert’s difficulty to solve word problems involving computation from Robert’s PLOP is:

When given 10 real-world problems, a graphic organizer, and manipulatives, Robert will create a model and correctly solve the problems independently with 80% accuracy over a two week period as measured by math work samples and student interview.

Testing Accommodations should reflect the accommodations the student is receiving in the classroom. An example testing accommodation that Robert would receive would be assistive technology in the form of speech-to-text software for lengthy writing assignments.

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Content

• No adaptation is needed for Pedro

• Content adaptation should be considered after ad-aptation of methodology and/or delivery of instruc-tion have been adapted and only with the inclusion of accommodations

Delivery of Instruction

• Text-to-Speech Software

• Speech-to-Text Software

• Predictive Text Software

• Graphic Organizers (Frayer Model) kept in a journal for vocabulary words and main ideas

Methodology

• Visuals

• Recorded Text

• Teaching tier II (academic) and tier III (content) vocabulary

Testing Accommodation Testing Condition Implementation

Use of aids/assistive technology

For all writing passages longer than two paragraphs in length.

Responses dictated using speech-to-text-software.

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PLANNING FOR SPECIALLY DESIGNED INSTRUCTIONThe following academic and functional areas have suggestions of SDI that a special education teacher, related service provider, or intervention specialist might provide the student and corresponding accommodations or supplementary aids that might also be necessary to provide the student what s/he needs to be successful.

AcademicsReading

SDI What the Teacher Does

What the Student Needs(Supplementary Aids and Services)

■■ Instruction on visual/auditory strategies including letter/sound knowledge, phonemic awareness, decoding

■■ Instruction on visual strategies including word recognition and visual memory for sight words

■■ Instruction on auditory strategies including language structure at the word, sentence, and text level

■■ Instruction on fluency strategies student can use when reading independently

■■ Direct instruction in portable note-taking services (i.e. VoiceNote)

■■ Direct instruction in accessing AEM■■ Instruction in identifying and pronouncing words and

reading fluently orally including ■ using context clues; visual word recognition

strategies; word analysis strategies such as prefixes, suffixes, compound words and word derivations; text management strategies such as identifying word families, chunking, point and slide, looking for known words inside words

■■ Graphic Organizers■■ Prompting and cueing■■ Recorded materials■■ Accessible Educational Materials (AEM)■■ Oral/visual presentation of materials above

independent reading level■■ Extended time■■ Highlighted material■■ Colored overlays■■ Photocopied materials on preferred colored paper■■ Tracking guides (allows students to follow along

and read with the rest of class without getting lost. It isolates and highlights one line at a time from the page the child is reading)

■■ Type N’ Speak (portable electronic notetaker with voice output designed to enable persons who are blind or have low vision to hear what they have typed spoken back to them in digitized speech.

■■ Manipulatives (i.e. letter tiles, flash cards, etc.)■■ Slantboard■■ Magnifier■■ Copy of notes

Reading ComprehensionSDI

What the Teacher Does What the Student Needs

(Supplementary Aids and Services)■■ Instruction in how to use graphic organizers■■ Modeling of… ■■ Instruction in “Cloze” procedures■■ Instruction of Mnemonic strategies■■ Pre-teaching concepts/vocabulary■■ Instruction in how to use KWL Strategy when reading ■■ Instruction in verbal summarization■■ Instruction on using open-ended stories■■ Instruction in how to use question, answer, response

strategy■■ Instruction in choral reading■■ Instruction in paired reading■■ Instruction in echo reading■■ Instruction using story mapping■■ Modeling think aloud strategies■■ Direct instruction in: monitoring for meaning,

determining importance synthesizing, questioning, and inferring

■■ Audio Books■■ Recorded material■■ Accessible Educational Materials (AEM)■■ Highlighting■■ Oral/Visual presentation of materials above

independent reading level■■ Story strips■■ Visual prompts

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Written LanguageSDI

What the Teacher DoesWhat the Student Needs

(Supplementary Aids and Services)■■ Direct instruction in graphic organizers■■ Modeling of… ■■ Small group instruction in writing process■■ Direct instruction/re-teaching in the writing process

including; prewriting activities, writing, revising editing, and publishing

■■ Direct instruction in open-response writing, writing on demand, personal writing, literacy writing, reflective writing, etc.

■■ Text-to-speech software■■ Cue cards (i.e. definitions, examples, story starters,

etc.)■■ Graphic organizers■■ Rubrics (possibly different the rubric provided to the

rest of the students)■■ Editing checklists■■ Copy of class notes■■ Raised line paper■■ Pencil grips

Math Calculation and ReasoningSDI

What the Teacher DoesWhat the Student Needs

(Supplementary Aids and Services)■■ Multi-sensory teaching strategies (tapping into

more than one learning modality)■■ Modeling of… ■■ Direct instruction in computation and reasoning

strategies, word problem strategies■■ Direct instruction in use of a calculator

■■ Cue cards with problem-solving strategies, mod-els, definitions, examples, flow chart, process steps

■■ Small group instruction■■ Graph paper■■ Manipulatives■■ Tactile graphs■■ Calculator■■ Number line

CommunicationArticulation/Phonology


What the Student May Need(Supplementary Aids and Services)

■■ Modeling of… ■■ Oral motor exercises with feedback■■ Repetitive drills/trials of…. ■■ Guided rehearsal of… ■■ Discrete phoneme production training■■ Instruction in using oral prompts

■■ Time delay■■ Tactile cues■■ Visual cues■■ Kinesthetic cues■■ Extended response time■■ Correct speech samples■■ Verbal cues for correct speech sounds■■ Modeling of correct speech patterns when stu-

dent makes incorrect speech patterns■■ Oral prompts■■ Vocabulary cue cards■■ Color coded key words

Expressive Language/Oral ExpressionSDI

What the Teacher DoesWhat the Student May Need

(Supplementary Aids and Services)

■■ Instruction in how to respond to verbal prompts■■ Instruction in how to respond to cue cards■■ Instruction in how to respond to visual prompts■■ Guided repetitions■■ Guided rehearsal, use of scripts■■ Modeling of responses to verbal and visual prompts

and cue cards ■■ Instruction in conversational skills (i.e., initiating,

maintaining, ending)■■ Word retrieval drills■■ Questioning techniques

■■ Verbal prompts■■ Cue cards■■ Visual prompts■■ Recorded materials■■ Directions in multiple forms (i.e., restate, rephrase)■■ Oral reading on volunteer or organizing with the

student in advance when s/he will read■■ Rehearsal, use of scripts■■ Alternative assessments in place of oral projects (i.e.

displays, written)

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Fluency SDI

What the Teacher Does What the Student May Need


■■ Modeling of fluent language ■■ How to use phrase or sentence starters for spoken

and written communication■■ Instruction on maintaining eye contact■■ Instruction using choral responses■■ Instruction using reading responses■■ Instruction of relaxation strategies

■■ Extended response time■■ Opportunity to speak first in oral group situations■■ Individual instead of group presentations■■ Relaxation strategies■■ Self-monitoring

VoiceSDI



■■ Modeling of….■■ Social skills instruction■■ Teaching the student calming strategies■■ Instruction in self-monitoring strategies■■ Instruction on visualization techniques ■■ Oral motor prevention (exercises in teaching cheeks,

jaw, and tongue to move in the right way for the child to learn to swallow, chew and speak)

■■ Self-monitoring checklists■■ Calming strategies cues■■ Variety of questioning techniques

Listening ComprehensionSDI


(Supplementary Aids and Services)■■ Direct instruction in listening strategies■■ Models listening and metacognition ■■ Provides written prompts or directions and teaches

student how to follow along or identify key words ■■ Preview-Teach-Review■■ Alternative note-taking■■ Teaches how to use and/or create graphic Organiz-

ers■■ Pre-teach critical information and/or vocabulary

■■ Repeated directions■■ Frequent comprehension checks■■ Visual prompts■■ Alternative note-taking■■ Extended processing time (time to take in informa-

tion, make sense of it, and begin to respond)■■ Paraphrasing, re-phrasing, and summarizing■■ Extended time■■ Previewing questions■■ Digitized materials■■ Highlighting key words■■ Listening guides

Receptive LanguageSDI


(Supplementary Aids and Services)■■ Instruction in using visual, written, picture prompts

and cues■■ Modeling of… ■■ Instruction in how to respond to verbal cues■■ Instruction of core vocabulary with cue cards■■ Instruction in using visualization■■ Instruction in using verbal rehearsal■■ Direct instruction of…. ■■ Verbal repetition of… ■■ Instruction of mnemonic strategies■■ Pre-teach critical information (teach difficult/un-

known language and structures prior to commencing a reading/listening activity)

■■ Instruction in how to make inferences and predica-tions

■■ Instruction in how to draw conclusions and make generalizations

■■ Repetition of directions■■ Directions simplified■■ Visual cues■■ Paraphrasing and rephrasing■■ Visual prompts■■ Concrete to abstract representations■■ Picture schedule■■ Picture cues■■ Tactual cues■■ Object to picture schedule■■ Calendar/routine system■■ Sentence strips■■ Gradually building task complexity■■ Teacher wait time

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Pragmatics SDI

What the Teacher Does What the student May Need

(Supplementary Aids and Services) ■■ Instruction using social scripting■■ Instruction using social stories■■ Instruction using written prompts■■ Modeling of… ■■ Instruction in how to respond to verbal prompting■■ Guided response protocols ■■ Role playing■■ Instruction in conversational turn-taking, initiating/

terminating conversation, commenting, and asking questions

■■ Instruction in relevant emotion/feeling words

■■ Role playing■■ Monitoring and quick feedback■■ Peer buddy/monitor■■ Opportunities for turn-taking, initiating/terminating

conversation, commenting, and asking questions

Non-Verbal SDI



■ Introduces and teaches student visual, written, ver-bal, physical, picture prompts and cues

■ Teaches student how to use cue cards ■ Teaches a system of prompts ■ Computer assisted instruction ■ Teaches how to attend to the speaker

■■ Visual, written, tactual, verbal, physical, picture prompts and cue

■■ Hand under hand vs hand over hand physical guid-ance/exploration

■■ Communication systems■■ Switch activated devices■■ Augmentative communication devices■■ Communication boards■■ Picture based communication■■ Establishing and maintaining eye contact

Classroom RoutinesTask Completion/On Task Behavior


What the Student Needs(Supplementary Aids and Services)

■■ Modeling of… ■■ Instruction in how to use self-talk for (give examples) ■■ Instruction in how to self-monitor/evaluate■■ Instruction in student task analysis

■■ Use of timer■■ Rubrics■■ Redirection■■ Behavior contract■■ Previewing assignments

Following Directions SDI

What the Teacher Does What the Student Needs

(Supplementary Aids and Services) ■■ Instruction in self-monitoring strategies■■ Instruction of role playing■■ Modeling of… ■■ Instruction on how to use self-talk

■■ Increased wait time■■ Verbal prompts and cues■■ Alternate modes for directions including pictures,

photos, etc.■■ Contracts for… ■■ Visual supports ■■ Clarification of directions ■■ Directions simplified

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LESSON PLANNING TOOL Classroom Specially Designed Instruction SummaryThe example specially designed instruction summary lesson planning tool aids in supporting educators with embedding specially designed instruction into lesson plans. This document is an optional tool for teachers to use in creating specially designed instruction for students. This resource can guide planning while considering multiple influences that impact individual student learning and the development of lessons.

The example planning tool provided contains the following categories for each student who requires specially designed instruction:

Strengths What are the student’s strengths? What does the student excel in?

Needs What challenges exist for the student?

Environment How does the physical environment affect the student? Is the time allotted for learning, task completion, or testing appropriate for the student?

Materials What materials does the student need in order to be successful? Does the student require Educational Materials? Has the student provided instruction on the use of these materials?

How is the instruction adapted? How is the teacher going to adapt the way the instruction is delivered to the student? Is there additional instruction provided to the student?

How is the content adapted? Visit this component of the example planning tool last. All students should have access to the same rigorous general education curriculum and therefore the methodology and instruction should always be adapted before the content. Adapt content for a small percentage of students.

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Classroom Specially Designed Instruction SummaryStudent Student A Student B Student C Student D Student E

Strengths

Needs

Environment

Materials

How instruction is adapted

How content is adapted

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Classroom Specially Designed Instruction Summary Student Jose Brian Samantha Marquis Jackie

Strengths •Visual leaner •Hands-on

learner

•Hands-on learner

•Math skills on grade level

•Auditory learner

•Visual Learner•Hands-on

learner•Appropriate

verbal skills

•Strong visual leaner

•Works well with peers

•Hands-on learner

•Reading above grade level

Needs •Reading 3 years below grade level

•Slow auditory processing

•Low verbal skills

•Reading com-prehension skills instruction

•Reading comp 4 years below grade level

•Reading com-prehension skill instruction

•Writing skill instruction

•Reading Comp 2 years below grade level

•Reading com-prehension skill instruction

•Writing is physi-cally labored

•Struggles with multi-step direc-tions and word problems

•Struggles getting ideas on paper

•Writing skill instruction

•Easily distract-ed

•Disorganized writing

•Disorganized•Reteach skills

from lesson•Strategic

instruction on organization

Environment •Minimal distrac-tions

•Extended time for all activities



•Extended time for math and extended re-sponse assign-ments

•Minimal distrac-tions

•Group in small-er groups

•Proximity Materials •Agenda for

assignments •Notes provided• iPad for reading•Highlighting key

ideas

•Speech-to-text software for extended responses

•Bookshare•Graphic orga-

nizers•Highlight key

ideas

•Speech-to-text software for responses longer than 4 sentences

•Slant board

•Graphic orga-nizers

•Calculator

•Copy of notes•Graphic orga-

nizers

How instruction is adapted

•Directions sim-plified

•Pre-teaching skills

•Chunking into smaller parts

•Frequent checks for un-derstanding

•Small group in-struction in the writing process

•Directions simplified and written

•Frequent checks for un-derstanding

•Instruction in using story mapping

•Direct instruc-tion in use of a calculator

•Instruction in how to use graphic orga-nizers

•Steps of multistep word problems are bulleted

•Creating a formula for deconstructing word problems

•Instruction in how to use self-talk strategies

•Instruction in how to self-monitor/evaluate

•Instruction in student task analysis (allows the student to work on the task one part at a time instead of trying to master the whole task at once)

•Direct instruc-tion in graphic organizers

How content is adapted

•Reading pas-sages short-ened *

• NONE •NONE •NONE •NONE

*Please note that the content was adapted for only ONE student

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REFERENCES Exceptional Children Services Kentucky Special Education cooperatives. (2003, August). IEP and Lesson

Plan Development Book of Specially Designed Instruction and Supplementary Aids and Services. Retrieved from Exceptional Children Services Website http://www.grrec.ky.gov/CaveWeb/pdf_forms/SDI%20SAS.pdf

Center on Instruction. (2012). Designing and Delivering Intensive Interventions- A Teacher’s Toolkit. Retrieved from Center on Instruction Website.

http://centeroninstruction.org/files/Designing%20%26%20Delivering%20Intensive%20Interventions%20Toolkit.pdf

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Carmen Fariña, Chancellor

introduction to specially designed instruction

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