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Specially Designed Instruction

Specially Designed Instruction

Specially Designed Instruction Guidance Document.

Section 200.1 Definitions: Special Education: EMSC:: NYSED

Specially-designed instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

Indicator: Instructional Practice
Component: Effective implementation of specially-designed instruction
Driving Question:
    • Does the specially designed instruction improve student learning?
Quality Indicators Look For
Roles and responsibilities of service providers are clearly defined and implemented.
  • Special educators, related service providers and general education staff work together to enhance/unify instructional planning and implementation.
  • Educators can describe student needs and their implications.
Delivery of instruction maximizes student learning.
  • All educators have realistic, high expectations for student learning.
  • Decisions about provision of instruction (pacing, frequency, duration, alternate approaches) are based on each student’s individual needs.
  • The learning process is structured to include multiple, varied opportunities for student participation in classroom instruction.
  • Materials used for student practice are meaningful and lead to the desired learning outcomes.
  • A variety of instructional strategies are used to address student goals.
  • Teachers adjust instruction based upon student response to learning.
  • Instructional groups (composition and size) are fluid and flexible to address student needs as assessed through progress monitoring.
  • Instructional decisions are data-based and supported by evidence and/or practitioner observations.
Instructional groups are appropriate to support learner outcomes.
  • Instructional groups are based on learner needs in the areas of academics and learning characteristics, social, physical and management needs rather than disability category.
  • Classroom teaming provides opportunities for increasing instructional intensity for students with disabilities in the general education classroom.
  • Supplemental instruction addresses student needs for targeted skill development.
Supplemental supports and services are effectively used
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