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Disabilities Act (IDEA) requires IEP teams to consider the effect of a given disability on a child’s performance

The Individuals with Disabilities Act (IDEA) requires IEP teams to consider the effect of a given disability on a child’s performance and identify each child’s unique strengths, preferences, interests, and needs to develop specially designed instruction. This is what makes special education different from providing general accommodations. Review the “Special Education” and the “Section 300.39 Special Education” topic Resources and describe the three major components that IDEA requires teams to include in the IEP to adequately address specially designed instruction. Explain why you think the law requires teams to explicitly describe specially designed instruction that is different from the instruction provided to all students. In replies to peers, support or refute the ideas presented using the topic Resources, your own research, and specific, real-world examples.

Full Answer Section

Focus on Progress: SDI aims to not just help students keep up with the general curriculum but to actually make progress and achieve their full potential. This might involve modifying content, delivery methods, or assessment techniques.
Measurable Outcomes: Effective SDI has specific and measurable goals. Describing the SDI in the IEP allows for monitoring progress and making adjustments as needed.

Three Key IEP Components for SDI as per IDEA:

Present Levels of Performance (PLPs): This section establishes a baseline by describing the student's current academic functioning, strengths, and weaknesses in relation to the general curriculum. It helps determine the specific areas where SDI is necessary. (https://iris.peabody.vanderbilt.edu/module/iep01/)
Annual Goals: These are ambitious yet achievable goals for the student's academic and functional development over the next year. The goals should be directly linked to the identified needs and addressed through SDI. (https://iris.peabody.vanderbilt.edu/module/iep01/)
Special Education Services: This section details the specific SDI strategies that will be implemented. This could involve:

- Modifications to instruction (e.g., breaking down tasks, using assistive technology).
- Modifications to content (e.g., providing alternative materials, pre-teaching concepts).
- Related services (e.g., speech therapy, occupational therapy) to support learning. (https://iris.peabody.vanderbilt.edu/)

Real-World Example:

Imagine a student with dyslexia struggles with traditional reading assignments. General accommodations might include providing extended time for tests. However, SDI could involve using audiobooks, graphic organizers, or specialized software to support their reading comprehension. This goes beyond simply giving them more time and directly addresses their specific learning challenges.

By explicitly describing SDI in the IEP, educators ensure that students with disabilities receive the targeted support they need to succeed in school. This individualized approach is crucial for ensuring their right to a free and appropriate public education (FAPE) as mandated by IDEA.

Sample Answer

The Individuals with Disabilities Education Act (IDEA) emphasizes providing a truly individualized education for students with disabilities. Here's a breakdown of the key points:

Why Explicitly Describe Specially Designed Instruction?

IDEA mandates that IEP teams explicitly describe specially designed instruction (SDI) because it's fundamentally different from general accommodations. Here's why:

Individualized Approach: General accommodations are often one-size-fits-all modifications that might benefit a wider range of students. SDI, on the other hand, is tailored to address a student's specific needs and learning style arising from their disability.