What is Specially Designed Instruction (SDI) in Special Education IEP + Examples

What is an SDI on an IEP? Specially Designed Instruction (SDI is the acronym) might sound like a dry, technical phrase, but it’s actually one of my favorite parts of the IEP to talk about. The name itself can feel intimidating or confusing, yet it’s one of the most important sections of the entire document.

Here’s why: SDI is your child’s special education. It’s the place where the IEP should clearly outline the specific, targeted teaching methods and interventions your child will receive in order to access and benefit from their education. And yet, I can’t even count how many IEPs I’ve reviewed that list no true SDIs at all. That gap can make a huge difference in whether an IEP helps a child grow or just sits on paper.

If your child has an IEP, that means they are receiving Special Education, also called Specially Designed Instruction. And it works the other way too: in order to receive Special Education or Specially Designed Instruction, a child must have an IEP. The two go hand in hand.

Do you have to have Specially Designed Instruction on an IEP?

Yes! Unfortunately, I often come across IEPs where this section lists only accommodations and no SDI on the IEP. This happens most often when parents (and sometimes even staff) don’t fully understand the differences between accommodations, modifications, and interventions, what IDEA calls Specially Designed Instruction.

As a parent, the most important step you can take is to learn these differences and stay actively engaged in the IEP process. Accommodations alone do not teach. They level the playing field or provide access, but they don’t deliver instruction. If a child’s needs can truly be met with accommodations only, then a 504 plan would usually be more appropriate.

On the other hand, if your child requires specific, targeted teaching strategies to address their unique learning needs (the “individual” in IEP) that is Special Education. And that specialized instruction is exactly why an IEP exists.

An SDI is anything specific and unique to your child. Your child’s specially designed instruction is determined by their areas of need, to help them access their education. It is based on the evaluations done on your child, to determine their areas of need.

I just love what IDEA has to say about SDI special education. Note, bold is mine!

Specially Designed Instruction in IDEA

(a) General.

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including—(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section—(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;(ii) Travel training; and(iii) Vocational education.(b) 

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(and then it goes on to explain travel training and some of the other stuff–I’ve skipped some sections)

Can you name specific programs as Specially Designed Instruction on an IEP?

Yes! I cannot tell you how many times I’ve heard, “Well, we can’t put Wilson on an IEP.” Really? Show me where in IDEA or any state regulations it says that.

If your child is receiving a program, it belongs in the IEP. Period. Parents can only hold schools accountable for what is written in the document. If a team says during the meeting that they’ll use Wilson, but then fails to list it in the IEP, you have no recourse if Wilson isn’t delivered, or if it isn’t delivered with fidelity.

I’ve also heard, “Oh, we’re doing it, we just don’t list it on the IEP.” That’s not acceptable. If it’s part of your child’s instruction, it should be written into the IEP. Depending on the type of support or program, I would consider this a deal-breaker. Too many IEPs are only partially implemented, and far too many kids are still not learning to read.

And don’t forget the “stranger test.” An IEP should be so clear that if your family moved across the country tomorrow, a brand new team could pick up the document, understand your child’s needs, and implement everything as written. That’s how specific it needs to be.

SDI Specially Designed Instruction

Specially Designed Instruction (SDI) is at the heart of an IEP. SDIs are the strategies, methods, or programs that are put in place to help your child make progress on the specific goals listed in their plan. They are not “extra help” or just “nice to have.” They are the individualized teaching approaches that set Special Education apart from general education supports.

Most SDIs should not be limited to just one classroom or teacher. If your child needs a strategy to learn effectively, they likely need it across all settings: math, reading, science, art, and even non-academic environments. For example, if your child benefits from explicit instruction in social skills, that teaching should happen in the cafeteria and playground as well as the classroom.

It’s also important to understand that SDIs are not simply accommodations. Accommodations allow a student to access the curriculum as it is (like extended time on a test). SDIs, on the other hand, change how instruction is delivered so your child can actually learn. This may mean adapting the curriculum, breaking down tasks into smaller steps, using a structured reading program, or teaching with visual supports. The purpose of every SDI is to bridge the gap between where your child is and where they need to be to meet their IEP goals.

SDI Examples for IEPs

When considering SDI, it’s important to differentiate between instructional changes (SDI) and environmental or procedural supports (accommodations). Below are examples of SDI in five areas:

Specially Designed Instruction Examples for Reading

• Multi-sensory Reading Programs: Using Orton-Gillingham or Wilson Reading System to teach phonics and decoding with a multi-sensory approach.
• Modified Reading Materials: Providing text at a lower reading level while still maintaining grade-level content for comprehension.
• Direct Instruction in Fluency: Teaching specific strategies for reading fluency through repeated readings or timed drills.
• Chunking and Scaffolded Texts: Breaking text into smaller, more manageable sections and explicitly teaching comprehension strategies.
• Structured Word Study: Systematic instruction in morphology (roots, prefixes, and suffixes).

SDI for Math

• Explicit Instruction in Problem-Solving: Teaching step-by-step approaches for solving word problems with visual models or graphic organizers.
• Number Sense Development: Providing direct instruction on foundational math concepts using manipulatives and visual aids.
• Modified Math Curriculum: Breaking down multi-step math problems into discrete steps with direct teaching of each step.
• Re-teaching in Small Groups: Conducting daily or weekly small-group sessions to reteach challenging math concepts.
• Math Fact Strategies: Teaching alternative strategies for memorization, such as touch math or mnemonic devices.

SDI for Social Skills

• Direct Social Skills Instruction: Using role-playing and modeling to teach conversation skills, turn-taking, and perspective-taking.
• Video Modeling: Using pre-recorded videos to demonstrate appropriate social behaviors in various settings.
• Social Narratives: Creating personalized stories that outline social expectations and appropriate responses in specific situations.
• Peer Coaching Programs: Structured activities pairing the student with a peer for guided practice in social interactions.
• Self-Monitoring Techniques: Teaching students to use checklists or visual aids to reflect on their social interactions.

SDI for Behavior

• Functional Behavior Skills Training: Teaching replacement behaviors through explicit instruction based on the student’s behavior plan.
• Self-Regulation Instruction: Teaching students specific strategies to recognize and regulate their emotions, such as Zones of Regulation.
• Behavioral Modeling: Providing direct teaching and practice for expected behaviors in different settings (e.g., transitioning between classes).
• Structured Behavior Interventions: Implementing teaching sequences to address skills like waiting, requesting help, or problem-solving conflicts.
• Individualized Visual Schedules: Explicitly teaching the student to follow and adapt to a personalized daily schedule.

SDI for Executive Functioning

The differences between an accommodation and an SDI can be subtle. Think of it this way– you can either tell a kid to “use a graphic organizer” or you can teach them how to use a graphic organizer. You could insert almost any accommodation in for the graphic organizer.

As an advocate, I see a lot of accommodations being granted to students, but they have no idea how to implement them. And, that’s the problem.

• Task Analysis Instruction: Teaching students to break larger tasks into smaller, manageable steps with explicit guidance.
• Time Management Strategies: Using timers, calendars, and direct instruction to plan and complete assignments.
• Goal-Setting and Reflection Skills: Teaching students to set realistic goals, track progress, and reflect on their work.
• Organization Instruction: Teaching how to use color-coded folders, binders, or digital tools to organize materials and assignments.
• Memory Aids and Chunking: Direct instruction in using mnemonic devices, visual organizers, or breaking tasks into smaller parts.

Understanding SDI is essential for parents advocating for their child’s IEP.

Instructional Strategies, which are SDIs, can feel like one of those big, abstract terms that gets thrown around in IEP meetings. Parents often hear it but aren’t given real, practical examples of what it looks like in the classroom. Without that knowledge, it’s easy to walk away from a meeting with an IEP that sounds official but doesn’t actually spell out what your child will be taught (or how).

That’s where instructional strategies come in. Strategies are the “how” of SDI. They are the specific methods teachers use to deliver instruction, adapt the curriculum, and make sure your child is learning in a way that works for them. These are not one-size-fits-all techniques.

Examples of Instructional Strategies for Specially Designed Instruction (SDI)

1. Structured literacy programs for struggling readers (e.g., Wilson Reading, Orton–Gillingham, Lindamood-Bell).
2. Explicit social skills curricula (e.g., Social Thinking, Zones of Regulation).
3. Pull-out or small group instruction for pre-teaching, teaching, reteaching, or extended repetition.
4. Visual charts to support comprehension and recall.
5. Visual schedules for routines, transitions, or multi-step activities.
6. Graphic organizers with guided repetition or reteaching.
7. Choice cards to help students learn how to make choices or communicate preferences.
8. Emotion cards to teach recognition and labeling of feelings (when not taught as part of the core curriculum).
9. Mindfulness practices such as yoga, breathing exercises, or relaxation techniques to support self-regulation.
10. Use of a scribe or oral responses for essay or open-ended test formats.
11. Teacher-created study guides with instruction and review built in.
12. Video or audio recordings of lessons for reteaching and reinforcement.
13. Sensory diet development that also teaches regulation strategies (not just accommodates).
14. Teacher-provided notes, outlines, or organizers with key terms or concepts highlighted.
15. Mnemonics and memory strategies (e.g., acronyms, rhymes, chunking).
16. Adaptive Physical Education (APE) with inclusive curricula such as SPARK.
17. Task analysis—breaking complex tasks into smaller, teachable steps.
18. Checklists and step-by-step guides for multi-step processes.
19. Guided practice with immediate feedback to reinforce skills.
20. Errorless learning strategies for students who struggle with frustration or repeated failure.
21. Repeated reading or fluency drills to build automaticity.
22. Peer modeling or peer tutoring with structured guidance.
23. Use of manipulatives (math blocks, letter tiles, etc.) to teach abstract concepts concretely.
24. Role-playing scenarios to practice social, behavioral, or functional skills.
25. Prompt fading techniques (gradual reduction of adult or peer prompts to build independence).

Behavioral Instructional Strategies

26. Token economy systems with clear rewards tied to specific behaviors.
27. Behavior contracts co-created with the student to encourage ownership.
28. Check-in/check-out systems where students start and end the day with a trusted adult.
29. Positive behavior charts with visual tracking of goals and reinforcement.
30. Shaping (rewarding successive steps toward the desired behavior).

Executive Functioning Instructional Strategies

Note: I have a more comprehensive list of strategies to address executive functioning deficits.

31. Color-coded materials or folders to support organization across subjects.
32. Time management supports like timers, visual countdowns, or task apps.
33. Chunking assignments into smaller, manageable parts with deadlines.
34. Explicit instruction in planning (e.g., modeling how to break down a project).
35. Checklists for self-monitoring daily or weekly tasks.

Sensory Strategies

36. Flexible seating options (wiggle cushions, standing desks, beanbags).
37. Sensory breaks built into the schedule to reset focus.
38. Access to fidgets or stress balls during instruction.
39. Noise-canceling headphones or quiet corners for overstimulation.
40. Use of weighted items (blankets, lap pads, vests) for calming input.

Social Skills Instructional Strategies

Note, I have a separate list of “how to teach social skills.”

41. Social stories that teach appropriate responses to specific situations.
42. Video modeling where students watch and practice expected behaviors.
43. Structured cooperative learning with assigned roles to practice teamwork.
44. Peer buddy systems for support during group work or unstructured times.
45. Conversation scripts or cue cards for initiating and maintaining dialogue.

Emotional Regulation Instructional Strategies

46. Calm-down corners with tools for self-regulation (stress toys, visuals, breathing cards).
47. Zones of Regulation curriculum to identify and manage emotions.
48. Self-monitoring charts where students track their emotions throughout the day.
49. Explicit teaching of coping strategies (breathing, counting, positive self-talk).
50. Daily emotional check-ins using visuals, journals, or rating scales.

I am not lying when I tell you that I have seen numerous IEPs that were just a list of accommodations. If your document is all accommodations and no teaching, that’s a 504 plan in an IEP costume.

Instructional strategies are not just add-ons or “good teaching practices.” When they’re written into an IEP as Specially Designed Instruction, they become the roadmap for how your child will learn a

Specially Designed Instruction and Homebound Placement

Another area where confusion pops up is when a child is on homebound or hospital placement. I’ve seen more than one situation where a school seems unsure, or pretends to be unsure, about whether SDI still applies. Let me be clear: IDEA is very specific that Specially Designed Instruction applies no matter where the student is educated. That includes homebound or hospital placements.

If your child is unable to attend school due to a medical or emotional condition and is placed on homebound instruction, their IEP doesn’t suddenly disappear. The school is still responsible for providing SDIs that meet your child’s unique needs. That could mean a certified special education teacher coming to the home, using tele-instruction with adapted materials, or delivering therapies in a hospital setting.

Too often, parents are told that homebound is just a few hours of tutoring each week. But tutoring alone is not Special Education. If your child requires specialized instruction, it needs to follow them…whether they are in the school building, at home, or in the hospital. The IEP is portable, and so are the SDIs.

Who Provides Specially Designed Instruction?

Parents are often surprised to learn that SDI doesn’t always have to be delivered by a special education teacher. Depending on the IEP, it may be provided by:

• A certified special education teacher
• A related service provider (like an SLP or OT)
• A general education teacher trained in the strategy
• A paraeducator under supervision

The key is that it’s intentional, documented, and delivered as written, not just “extra help.”

How SDI is Documented in the IEP

A strong IEP should spell out:

• What the SDI is (name of program, method, or strategy)
• Frequency (how many times per week or per day)
• Duration (how long each session lasts)
• Location (in the general ed classroom, small group, resource room, homebound, etc.)
• Who is responsible (special ed teacher, para, therapist, etc.)

Vague wording like “as needed” or “when available” doesn’t cut it. If it isn’t specific, it isn’t enforceable.

SDI vs. “Just Good Teaching”

Schools sometimes argue, “That’s just a good teaching strategy, not SDI.” While yes, many SDIs are rooted in strong teaching practices, the difference is intentionality and individualization.

• A teacher might use visuals with all students.
• But if your child’s IEP says “Student will receive visual supports to comprehend multi-step directions,” that’s SDI.

The documentation and accountability are what make it “special.”

Common Myths About SDI

• “SDI only happens in the resource room.” Not true. SDI can and should happen in any environment.
• “We can’t list specific programs.” You absolutely can (and should) if your child is receiving them.
• “Accommodations count as SDI.” No, they provide access but don’t teach new skills.
• “SDI is optional.” Never-it’s the very definition of special education.

Why SDI Matters for Progress Monitoring

If an IEP goal says a child will improve in decoding, the SDI tells you how that will happen. Without it, there’s no way to connect progress (or lack of progress) to the teaching strategies used. If progress monitoring shows little growth, the SDI section is the first place you should look—does it need to be changed, increased, or delivered more consistently?

Specially Designed Instruction is the backbone of an IEP. Accommodations may level the playing field, but SDIs are what actually teach your child the skills they need to grow and succeed. If they aren’t clearly written into the IEP, you can’t hold the school accountable—and your child may not get the instruction they deserve.

As a parent, your role is to:

• Make sure you understand the difference between accommodations, modifications, and SDI.
• Ask direct questions in meetings: “What SDIs are in place to help my child reach this goal?”
• Insist that every program, strategy, or intervention the school is using is documented in the IEP.
• Review the SDI section regularly to confirm that it’s specific, consistent, and connected to your child’s goals.

Your child’s IEP should pass the “stranger test”: if a new team picked up the document tomorrow, they should be able to understand your child’s needs and implement their education plan immediately and with fidelity. When SDIs are written clearly, consistently, and across all environments, your child has the best chance of making meaningful progress.

Remember: accommodations provide access, but SDIs provide instruction. Your child needs both to thrive, but it’s the SDIs that make an IEP truly individualized.

Parent Checklist: What to Look For in the SDI Section of an IEP

• Is it specific? The IEP should name the program, method, or strategy (not just “reading support” or “as needed”).
• Is it measurable? Frequency, duration, and location should be spelled out so you know exactly when and how SDI is happening.
• Is it individualized? The SDI should connect directly to your child’s IEP goals—not a generic strategy for the whole class.
• Is it across environments? Supports that help your child should follow them into every setting, not just one classroom.
• Is it enforceable? If it’s not written in the IEP, you can’t hold the school accountable. Get it in writing.

Why SDI Will Not Appear on a 504 Plan

SDI is a specific component of an Individualized Education Program (IEP), which is governed by IDEA (Individuals with Disabilities Education Act). A 504 Plan, on the other hand, is part of Section 504 of the Rehabilitation Act. While both are designed to support students with disabilities, their purposes differ:

• 504 Plans provide accommodations to remove barriers and ensure access to the general education curriculum.
• IEPs provide special education services, including SDI, to help students make meaningful progress based on their unique needs.

Because 504 Plans don’t include specialized instruction, SDI will only ever be found in an IEP.

Bookmark this article for when you review your child’s IEP. Strong SDIs are what transform an IEP from a document into an actual plan for your child to make meaningful progress.