Presenting the Specially Designed Instruction (SDI) Guide – Your Ultimate Resource for Tailored Educational Support!
The Specially Designed Instruction (SDI) Guide is a meticulously curated 40+ page resource to empower case managers and educational teams. This guide is your indispensable companion, offering examples of SDI across various categories including Anxiety, Behavior, Communication, Executive Functioning, Reading, Writing, Mathematics, and more.
Why Opt for the SDI Guide?
Diverse Categories: Explore detailed examples of SDI tailored for specific needs across various categories.
Empower Teams: Encourage collaboration within educational teams by providing a rich array of examples that inspire potential methods of facilitating student progress.
Customization for Learner Needs: While the examples should not be directly transposed into an Individualized Education Plan (IEP), case managers have the flexibility to customize exemplars to meet the unique needs of individual learners.
Framework for Consistency: Foster a collaborative environment that supports consistent approaches. The SDI Guide may serve as a framework for maintaining consistency while offering a variety of examples to spark creative problem-solving.
Examples:
Priming (Directions): On scheduled school days, before modeling a task and/or providing directions in the general and/or special education setting, the teacher shall provide STUDENT with a cue (e.g., scripted, song, countdown, visual, timer, gestural).
Self-Regulation: On scheduled school days, to promote attention and engagement in the general and/or special education setting, the teacher shall cue STUDENT to a list of initiation strategies to use when assigned a task. The list shall be shared with STUDENT’s teachers and revisited at least X times per (specify time) to review/discuss effectiveness and/or application.
Self-Regulation: On a scheduled school day at the beginning of the school year, in collaboration with a designated staff member, STUDENT shall develop a list of distractions that occur inside the body and outside the body, as well as potential coping skills for each, that may be utilized in the general and/or special education setting. The list shall be shared with STUDENT’s teachers and revisited at least X times per (specify time) to review/discuss the effectiveness and/or application.
Legal Disclaimer: The guide does not provide legal advice and may not encompass the most up-to-date legal information.
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