Understanding Specially Designed Instruction (SDI)
The Individuals with Disabilities Education Act (IDEA) of 2004 is a pivotal piece of legislation that ensures students with disabilities have access to the general education curriculum. This act mandates that these students receive a free appropriate public education (FAPE) in the least restrictive environment. At the heart of this is Specially Designed Instruction (SDI), a cornerstone of special education defined under WVBE Policy 2419.
SDI is a tailored approach to education that adapts the content, methodology, or delivery of instruction to address the unique needs of students with disabilities or giftedness. It ensures that these students can access the general education curriculum and meet the educational standards that apply to all students. This instruction spans various settings, including classrooms, homes, hospitals, and other institutions.
The Role of the Individualized Education Program (IEP)
The Individualized Education Program (IEP) is a critical tool in the implementation of SDI. It is a collaborative effort between parents, students, and educators to identify the unique needs of a student and plan the special education and related services required to meet those needs. The IEP is a comprehensive document that outlines the resources necessary to provide the student with the appropriate education and services.
Beyond planning, the IEP serves as a management tool to ensure that each eligible student receives the special education and related services suited to their learning needs. It is also used as an evaluation device to measure the student's progress toward achieving their educational goals.
Steps for Developing Standards-Based IEPs
Developing an effective standards-based IEP involves several steps:
- Step 1: Determine general education curriculum expectations using standards such as WV College- and Career-Readiness Standards and WV Alternate Academic Achievement Standards.
- Step 2: Identify the student's current skills, knowledge, and areas of instructional need by developing a student data profile.
- Step 3: Develop Present Levels of Academic Achievement and Functional Performance to provide a baseline for academic and functional skills.
- Step 4: Conduct a data/gap analysis to determine the gap between the student's current skills and grade-level expectations.
- Step 5: Choose relevant standards that align with the student's needs and progress in the general education curriculum.
- Step 6: Write measurable goals and objectives that the student can achieve within a school year.
Supporting Students with Disabilities
The Every Student Succeeds Act (ESSA) and the reauthorization of IDEA emphasize the importance of exposing students with disabilities to the general education curriculum at their grade level as much as possible. This approach helps ensure that all students graduate with a world-class education, ready for college and careers.
The Office of Special Education (OSE) has developed resources such as Standards-Based IEP online learning modules and supports for English Language Arts and Math to assist educators in this process. These resources provide scaffolds and frameworks to help educators develop effective IEPs that meet the diverse needs of students.
Conclusion
Implementing Specially Designed Instruction through well-developed IEPs is crucial for the success of students with disabilities. By following a structured approach and utilizing available resources, educators can ensure that these students receive the education they deserve, tailored to their unique needs.
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