The Individuals with Disabilities Act (IDEA) requires IEP teams to consider the effect of a given disability on a child’s performance
Response to IDEA and Specially Designed Instruction (SDI)
1. Three Major Components of IEPs for SDI:
The Individuals with Disabilities Act (IDEA) mandates that IEP teams consider a child's unique needs and develop specially designed instruction (SDI). Here are the three major components required in IEPs to address SDI effectively:
- Present Levels of Performance (PLPs): PLPs describe a child's current functioning in various domains (academic, social, communication, etc.) considering the impact of their disability. This data helps identify specific areas where SDI is needed. (https://sites.ed.gov/idea/)
- Measurable Annual Goals (MAGs): These are specific, attainable goals outlining the desired academic or functional progress for the year. MAGs should be directly related to the identified needs in the PLPs and tailored to be achieved through SDI. (https://sites.ed.gov/idea/about-idea/)
- Services and Supports: This section details the specific interventions and accommodations that constitute the SDI. It should explicitly outline how instruction will be modified (content, methodology, delivery) to address the student's unique needs identified in the PLPs and achieve the MAGs. (https://sites.ed.gov/idea/)
Why Explicit Description of SDI is Required:
The law mandates explicit descriptions of SDI because it's fundamentally different from general accommodations. General accommodations might involve extended time on tests or preferential seating, which are broad strategies that can benefit all students.
In contrast, SDI is individualized and targeted to address a child's specific disability and learning needs. For instance, a student with dyslexia might require instruction that incorporates multisensory learning activities (seeing, hearing, touching) to improve reading comprehension. This wouldn't be a typical teaching method for all students, but specifically designed to address the challenges of dyslexia.
By explicitly outlining SDI, the IEP ensures that the instruction provided is truly tailored to the student and goes beyond basic accommodations. This promotes focused intervention and maximizes the student's potential for learning and growth.