Defining Specially Designed Instruction: A Systematic Literature Review
Document Type
Article
Publication Date
5-3-2021
Publication Title
Learning Disabilities Research & Practice
Volume
36
Issue
2
First page number:
96
Last page number:
106
Abstract
Specially designed instruction (SDI) is at the heart of special education. The broad legal definition of SDI allows special educators to customize it for students, but could lead to role ambiguity, particularly in inclusive classes where most students with learning disabilities receive services. To examine interpretations of SDI, we conducted a systematic literature review. We identified 73 relevant documents and conducted a content analysis to determine how authors defined what SDI is, who provides it, where it is provided, and why it is offered. We found that conceptualizations of SDI varied widely across documents, and even contradicted each other at times. We present our findings and discuss implications of them for implementation of SDI in practice.
Disciplines
Special Education Administration | Special Education and Teaching
Language
English
Repository Citation
Rodgers, W. J.,
Weiss, M. P.,
Ismail, H. A.
(2021).
Defining Specially Designed Instruction: A Systematic Literature Review.
Learning Disabilities Research & Practice, 36(2),
96-106.
http://dx.doi.org/10.1111/ldrp.12247