Specially designed instruction examples by area

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Specially designed instruction (SDI) is how a teacher changes the content, method or delivery of instruction to meet a student's disability-related need. A strong SDI example names what is taught, how it is taught differently from typical instruction, and the data that called for it. For example: explicit phonics with word building, 30 minutes daily in a group of 3, for vowel teams read at 45% accuracy.

Under IDEA, specially designed instruction means adapting the content, methodology or delivery of instruction to address the student's unique needs from the disability, and to give access to the general curriculum.^[1] It is the core of special education. Accommodations and related services support it, but they are not SDI.

The test for an SDI statement is simple: could a substitute read it and know what to do differently with this student? "Small group reading" fails. "Explicit, systematic phonics with letter tiles, 30 minutes a day, group of 3, working on vowel teams" passes. For how SDI becomes minutes on the services page, see the pillar on IEP services and minutes.

What makes an SDI example strong

Each strong example below includes four parts:

The need, with a number from present levels.
What changes: content, method or delivery, named plainly.
The dose: minutes, frequency and group size.
The setting, such as general education class or resource room.

Part of SDI	What it means	Example
Content	What is taught is changed or narrowed	Teaching prerequisite fraction concepts the class has moved past
Methodology	How it is taught is changed	Explicit modeling, guided practice and immediate feedback
Delivery	Group size, pacing, setting or format changes	Group of 3, 4 days a week, in the resource room

The specially designed instruction glossary entry has the short definition.

Reading

1. Decoding. Data: reads 45% of vowel-team words correctly on the decoding inventory.

Weak: "Small group reading support."
Strong: "Explicit, systematic phonics using word building with letter tiles and decodable text, 30 minutes daily, group of 3, resource room. Lessons follow a set sequence from vowel teams to two-syllable words."
Why: names the method (explicit, systematic), the materials, the sequence and the dose.

2. Reading fluency. Data: median 62 words correct per minute on grade 4 passages.

Weak: "Fluency practice."
Strong: "Repeated reading of instructional-level passages with error correction and a graphed timing, 15 minutes, 4 days a week, one to one or pairs, during the intervention block."
Why: the method has a feedback loop and a chart the student sees.

Writing

3. Sentence writing. Data: 2 complete sentences out of 6 attempts on a writing sample.

Weak: "Writing support in class."
Strong: "Sentence construction lessons using sentence frames, then fading frames over 3 weeks, with daily oral rehearsal before writing. 20 minutes, 4 days a week, group of 4, resource room."
Why: shows how support is faded, which is the instruction a general class does not provide.

4. Planning and organizing a paragraph. Data: writes 18 total words in 3 minutes, no topic sentence in 4 of 4 samples.

Weak: "Use a graphic organizer."
Strong: "Strategy instruction in planning (self-regulated strategy development, or SRSD), with the teacher modeling think-aloud planning and the student self-checking against a 5-item list. 30 minutes, 3 days a week, co-taught English class."
Why: a graphic organizer alone is an accommodation; teaching the student to plan is SDI. See SRSD writing.

Math

5. Math facts. Data: 8 correct addition facts per minute; grade-level peers average far more.

Weak: "Math fact practice."
Strong: "Explicit fact strategy instruction (doubles, make 10) with timed practice and a graphed score, 10 minutes daily, group of 3, resource room."
Why: teaches strategies, not just more drill, and charts progress.

6. Word problems. Data: solves 2 of 10 one-step word problems.

Weak: "Help with word problems."
Strong: "Schema-based instruction to identify the problem type (total, difference, change) using diagrams, 25 minutes, 3 days a week, group of 4, general education math class with a co-teacher."
Why: names a specific method and the problem types taught.

Behavior

7. Leaving the area. Data: leaves the assigned area an average of 6 times per 45-minute class.

Weak: "Behavior support as needed."
Strong: "Direct teaching of a break request with a break card, role play twice daily for 2 weeks, then prompted use in class with reinforcement for each request. Delivered by special education teacher in general education class, 10 minutes daily."
Why: teaches a replacement skill on a set schedule. Pairs with the behavior intervention plan.

8. Self-monitoring. Data: on task in 40% of 30-second intervals.

Weak: "Redirect as needed."
Strong: "Teach self-monitoring with a timer cue every 5 minutes and a checklist, with the teacher matching the student's ratings at first. 10 minutes of instruction daily for 2 weeks, then in class."
Why: redirection is something adults do; self-monitoring is something the student learns.

9. Requesting help. Data: asks for help in 1 of 10 observed opportunities.

Weak: "Encourage asking for help."
Strong: "Direct instruction and role play of a 3-step help request, practiced in small group 2 days a week for 20 minutes, with prompted practice in class."
Why: teaches a skill in steps, then practices it where it is used.

10. Peer conversation. Data: 1 back-and-forth exchange in a 10-minute lunch observation.

Weak: "Social skills group."
Strong: "Video modeling of conversation turns, then structured practice with 2 peers using topic cards, 30 minutes weekly, plus coached practice at lunch 2 days a week."
Why: names the method, the peers and where practice transfers.

Executive function

11. Starting work. Data: median 4 minutes to start independent work.

Weak: "Prompting to start work."
Strong: "Teach a start routine with a visual 3-step card, timer and first-step check, modeled and practiced 10 minutes daily, then faded from adult check to self-check over 4 weeks."
Why: shows instruction and fading, not just prompting.

12. Organization. Data: 3 of 10 assignments turned in on time.

Weak: "Check planner daily."
Strong: "Teach a binder and planner routine in 15-minute sessions twice a week, with a weekly clean-out and a student self-rating against a 6-item checklist."
Why: the adult check becomes a taught routine the student owns.

Functional and life skills

13. Making a purchase. Data: completes 4 of 12 steps of a purchase task analysis.

Weak: "Community outings."
Strong: "Task analysis instruction with backward chaining and least-to-most prompting, 30 minutes in class twice a week plus 1 community trip every 2 weeks."
Why: names the teaching procedure and where generalization is practiced.

14. Handwashing. Data: 3 of 10 steps independent.

Weak: "Assist with hygiene."
Strong: "Forward chaining with a picture sequence, time delay of 3 seconds before a prompt, practiced at every handwashing opportunity, about 4 times daily."
Why: gives the prompt procedure and the number of daily practice chances.

Access for students with significant disabilities

15. Grade-level science content. Data: answers 1 of 4 questions about a class text.

Weak: "Modified curriculum."
Strong: "Adapted grade-level text with picture supports, read aloud, with 2-picture response choices and a pre-taught vocabulary set of 5 words. Delivered in general education science, 3 days a week."
Why: changes content and response mode while keeping the student in the class.

16. Answering with AAC. Data: uses the device 2 times per 20-minute lesson.

Weak: "Use AAC device."
Strong: "Aided language modeling on the student's device by staff during all lessons, plus 15 minutes daily of direct instruction on 10 target core words."
Why: names who models, how often and which words.

	Specially designed instruction	Accommodation	Related service
Changes	What or how the student is taught	How the student accesses or shows learning	Supports so the student benefits from SDI
Example	Explicit phonics in a group of 3	Extended time 1.5x	Speech therapy 60 minutes a month
Legal basis	34 CFR 300.39^[1]	Part of the IEP's supports and modifications^[2]	34 CFR 300.34^[3]
Delivered by	Usually a special education teacher	Any teacher	Related service provider

The list of related services under IDEA covers that column in plain language.

Logging SDI once it starts

SDI only helps if it happens. Log the minutes and the content for each session. The free service log tracks minutes against what the IEP says, so you can spot missed sessions before a progress report is due. Teams that want help planning SDI can draw on the published practice guides for students with disabilities, such as explicit instruction and scaffolded supports.^[4]

Frequently asked questions

What is the difference between SDI and an accommodation?

SDI changes what or how the student is taught, such as explicit phonics in a small group. An accommodation changes how the student accesses material or shows learning, such as extended time. Most IEPs include both.

Can specially designed instruction happen in a general education class?

Yes. SDI is defined by what changes in the instruction, not by the room. A special education teacher can deliver it in a co-taught class, a small group in the general education room, or a resource room.

Who can provide specially designed instruction?

Usually a certified special education teacher designs and delivers it. In some states related service providers or general education teachers deliver parts of it under the special educator's plan. State rules vary.

Use it in IEP Atlas

Sources

34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
High-Leverage Practices for Students with Disabilities, Council for Exceptional Children and CEEDAR Center

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.