What is Explicit Instruction? What does it Look Like on an IEP? (examples)

You know that moment when you realize your kid has been “getting support” for months (or years), and still can’t decode a simple word or solve a basic math problem? Yeah. That. It’s one of the most common complaints I hear from parents. You go to all the meetings, you ask the questions, and they tell you your child is making “some progress.”

But when you look at the IEP—or better yet, your kid’s actual schoolwork—something’s clearly not working. That “support” they keep talking about? It might not be explicit instruction. And that’s a big deal.

What is Explicit Instruction?

Explicit instruction in the classroom is a structured, systematic, and effective teaching approach that is especially important for students with disabilities. Explicit instruction is also known as explicit teaching.

Here’s a simple breakdown.

It’s a way of teaching where the teacher:

• Clearly tells the student what they’re going to learn.
• Shows them how to do it step-by-step.
• Guides them through practicing it.
• Then lets them try it on their own with feedback.

Is Explicit Instruction only for IEP Students?

No, explicit instruction is not only for IEP students.

It’s actually a solid, research-based teaching method that’s effective for all students–general ed, 504, IEP, gifted, you name it. But here’s the catch: students with disabilities often need explicit instruction to access the curriculum, while others might just benefit from it.

Recap: All students benefit from explicit instruction. Not all students need explicit instruction.

So why do we talk about it so much in IEPs?

Because for students with learning disabilities, ADHD, autism, or other challenges, the “figure it out” or “learn by osmosis” methods don’t work. They need:

• Clear, step-by-step teaching
• Modeling of the skill
• Guided practice
• Immediate feedback

IEPs are supposed to include the specially designed instruction a child needs to make progress and explicit instruction often fits that bill.

Is all Explicit Teaching 1:1?

Nope. Explicit teaching does not have to be one-on-one.

But….and this is a big but…it does need to be intentional, systematic, and tailored to the student’s level of need. That’s the key.

So when is 1:1 necessary?

Think of 1:1 like the highest level of support on the menu. It’s usually warranted when:

• The student has significant skill gaps and isn’t making progress in group settings
• The student gets easily distracted or overwhelmed in groups
• They need intensive repetition, immediate feedback, and pacing customized to their processing speed
• The child shuts down or refuses to participate in groups

In other words: if they’re getting explicit instruction in theory, but still not learning, the delivery method (like small group vs. 1:1) might be the problem.

So what are the options?

• 1:1 instruction – Most individualized, but also most resource-intensive (which means schools tend to resist it unless data clearly supports it)
• Small group instruction – Still can be explicit, but the group must be truly small (think 2–3 students, not a class of 8)
• Push-in or co-teaching models – Can be effective, but often aren’t done with fidelity (this is where a “study hall” turns into a worksheet free-for-all)

What to ask in your meeting:

• “How many students are in the group when explicit instruction is provided?”
• “Is this instruction individualized to my child’s current skill level?”
• “How does the group size or setting affect their ability to learn and retain the skills?”
• “Has the team considered a 1:1 setting due to lack of progress in small group?”

It’s not about insisting on 1:1 for everyone—it’s about what’s needed for your child to learn.

What Explicit Instruction Looks Like

Let’s say your child is learning how to add two-digit numbers. With explicit instruction, the teacher would:

1. State the objective: “Today, we’re going to learn how to add numbers like 23 + 45.”
2. Model it: Show the students how to do it out loud, talking through the process.
3. Use visuals or manipulatives: Base-10 blocks, drawings, etc.
4. Guided practice: Work through a few problems together.
5. Independent practice: Let the student try it on their own.
6. Check for understanding and give corrective feedback.

Why It’s So Important (Especially for IEPs)

Most of our kids don’t thrive with discovery learning or “figure it out” methods. They need:

• Predictable routines
• Clear expectations
• Step-by-step instructions
• Repetition and immediate feedback

Explicit instruction supports executive functioning deficits, working memory issues, and language processing challenges, all things many of our kids struggle with.

Who Provides Explicit Instruction?

Explicit instruction can be provided by any qualified educator, but here’s how it typically breaks down in an IEP setting:

1. Special Education Teacher

This is the most common person delivering explicit instruction for IEP students. It’s often listed in the IEP as specially designed instruction (SDI) and can be provided:

• In a pull-out setting (resource room)
• In the general education classroom (push-in or co-teaching model)
• In small group or 1:1 settings

If your child’s IEP includes reading, math, or writing goals, the special ed teacher is usually the one giving that direct, step-by-step instruction.

2. General Education Teacher

In inclusive settings, gen ed teachers may also provide explicit instruction, especially if they’ve been trained in evidence-based practices. Think: direct instruction in math or phonics.

But here’s the thing, not all gen ed teachers are trained to do this well or consistently. That’s why it’s important to clearly state in the IEP who’s doing what, and when.

3. Specialists (Speech, OT, etc.)

Explicit instruction can also come from:

• Speech-language pathologists (SLPs) teaching language skills or social communication
• Occupational therapists (OTs) teaching fine motor tasks or sensory regulation
• Behavior specialists teaching emotional regulation or replacement behaviors

They also use explicit, step-by-step teaching but it’s more targeted to their discipline.

4. Paraprofessionals

Parapros can support explicit instruction after it’s been modeled by a teacher. But they shouldn’t be the primary ones providing instruction, unless they’re doing it under direct supervision and with a very scripted program.

Explicit Instruction on your IEP

So, how do you get this on your IEP? Get your team to agree? Because I’m just going to be honest here– when your team hears this, their kneejerk reaction will be to assume that you’re asking for extended 1:1 teaching time. And, that’s expensive. They don’t have the money or usually even the staff to do it.

How do you know when a student needs Explicit Instruction on your IEP? The million-dollar question. Because schools rarely volunteer this info.

Here’s how you can tell when a student might need explicit instruction written into their IEP:

1. They’re Not Making Progress

You’re getting those vague progress reports with “some progress” or “progressing toward goal,” yet your kid still can’t read CVC words or solve a simple math problem independently.

That’s a flashing neon sign that what they’re doing isn’t working and more structured, direct teaching is likely needed.

2. They Struggle With Skill Generalization

You hear: “They did it in the testing room just fine,” but they can’t do it in class or at home. This is classic for kids who can’t generalize skills unless they’re taught explicitly and repeatedly, with lots of visuals, modeling, and practice.

3. Executive Function Deficits

Kids with ADHD, autism, or learning disabilities often have trouble organizing their thoughts, starting tasks, or following multi-step directions. These kids need everything broken down into manageable chunks aka explicit instruction.

4. They Have Gaps in Foundational Skills

If your child is in 5th grade but still struggling with decoding or basic math facts, they probably need a reset with direct, systematic instruction and not just “more time” or “reteaching.”

5. You See Vague Instruction Described in the IEP

If your IEP says things like “support in reading,” or “guided instruction,” or my favorite: “strategies will be used,” that’s not explicit instruction. Ask for:

• What curriculum is used
• What method (explicit? multisensory? scripted?)
• Who’s teaching it
• How often and for how long

6. You Observe the Instruction

Ask to observe a session. What do you see? Are they modeling the skill, breaking it down, checking for understanding, giving feedback? Or is it a glorified study hall?

Questions to Ask the IEP Team

Here’s a list of questions and talking points you can use in your next IEP meeting if you suspect your child needs explicit instruction. These will help you get to the root of how instruction is being delivered.

1. “Can you walk me through exactly how this skill is being taught?”
   (Then wait. You’re looking for details—modeling, guided practice, step-by-step instruction. If you get buzzwords like “support” or “access,” dig deeper.)
2. “What curriculum or instructional method is being used for this goal?”
   (Is it research-based? Is it a scripted program? Is it appropriate for your child’s needs?)
3. “Is the instruction my child is receiving direct and explicit, or is it more guided or student-led?”
4. “Who is delivering this instruction?”
   (Special ed teacher, gen ed teacher, aide? Is that person trained in the method being used?)
5. “Is this instruction happening in a 1:1 setting, small group, or whole class?”
   (The more individualized, the more effective explicit instruction usually is.)
6. “What kind of data are you collecting to measure progress?”
   (If they’re not collecting meaningful data, they can’t show whether instruction is working.)
7. “What happens when my child doesn’t respond to the initial instruction?”
   (Do they reteach? Scaffold? Or just move on?)
8. “Can I observe a session where this instruction takes place?”
   (This often separates what’s written in the IEP vs. what’s actually happening.)

Talking Points to Bring Up

• “I’m concerned that the current instruction isn’t working. I’d like to consider explicit instruction written into the IEP as part of their SDI.”
• “My child needs skills broken down into steps, modeled, and practiced with feedback. That’s not happening with the current support model.”
• “My understanding is that specially designed instruction can include explicit instruction when appropriate. I’d like to explore that.”
• “The data shows limited progress. We need to change the instruction method, not just try the same thing harder.”

Advocate Tip:

Use the phrase: “What specially designed instruction is being used to teach this goal?” That frames your question within IDEA requirements. They’re required to explain it.

Here’s an intro paragraph you can use to kick off a conversation or written request in an IEP meeting about needing explicit instruction:

“I’m concerned that my child isn’t making meaningful progress toward their IEP goals, despite receiving support. I’d like to discuss whether the instructional methods currently in place are effective for their specific learning needs. I believe they may benefit from explicit instruction—structured, direct teaching that includes modeling, guided practice, and immediate feedback. I’d also like to review whether the current setting and group size are appropriate, or if a smaller group or even 1:1 instruction would help increase their success.”

If your child is stuck—despite all the “support” and “interventions”—it might be time to stop accepting vague answers and start asking the hard questions. Explicit instruction isn’t just good teaching. For many kids, it’s the difference between progress and another wasted school year.

If you need help figuring out how to ask for this, definitely consider Don’t IEP Alone Academy–my online training course that helps you accrue the data you need to get what your child needs on their IEP.