Specially Designed Instruction - (Special Education Law, Policy, and Practice)

About the Book

This book serves as an essential resource for educators and professionals about Specially Designed Instruction (SDI), offering a thorough understanding of the complexities involved and practical strategies for addressing the educational needs of diverse disabilities.

Book Synopsis

Specially Designed Instruction: The Definitive Guide is an indispensable tool for anyone invested in the education of students with disabilities. The distinctiveness of this book lies in its focused approach on SDI, providing evidence-based strategies, practical applications, and addressing legal and ethical considerations in special education. This book stands out by offering a step-by-step guide for determining SDI, examples/nonexamples, case studies, clear objectives, and key vocabulary. This targeted approach results in a practical guide educators, administrators, and families can use to improve outcomes for students with disabilities. Moreover, the book is designed to be inclusive and applicable across demographic spectra, emphasizing the intersectionality of students in special education, and ensuring content is relevant and applicable to all students entitled to a free appropriate public education. This book will ensure educators are well-equipped to meet the needs of their students effectively.

Review Quotes

"With so many different approaches to instruction, teachers will learn how to position their advocacy for specially designed instruction (SDI) by understanding what SDI entails compared to other types of pedagogy. This guide provides teachers with critical knowledge of SDI and step-by-step suggestions for teachers on how to provide SDI to each child on their caseload." --MICHAEL SOLIS, ASSOCIATE PROFESSOR, SCHOOL OF EDUCATION, UNIVERSITY OF CALIFORNIA, RIVERSIDE

"The range of case examples helps show educators how to meaningfully change practices to better meet the individual needs of students. The focus on using data to plan, implement, and evaluate progress is key and its emphasis of looking not only at the individual student but also the schoolwide performance can help administrators think better about how resources are being allocated and used." --BETH HARN, PROFESSOR OF SPECIAL EDUCATION, UNIVERSITY OF OREGON

About the Author

Margaret P. Weiss, PhD, associate professor of special education at George Mason University, is a leading researcher of co-teaching and teacher preparation, author, and special educator.

Michael N. Faggella-Luby, PhD, professor of special education and core faculty of the ANSERS Institute at TCU researching learning strategies in subject-areas to improve outcomes for all learners, is an author, former high school administrator, and teacher.

Lisa Goran, PhD, CCC-SLP, teaching professor and department chair at the University of Missouri, is an SLP, special educator, author, and podcast host.

David F. Bateman, PhD, Special Education Consultant, is a leading author in special education law and policy, former due process hearing officer, special educator, and administrator, and current co-author of SpEdLawBlog.com.