SDI stands for Specially Designed Instruction. It is anything specific and unique to your child–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. SDIs are used to help your child achieve the goals listed in the IEP. Most SDIs should be applied across all environments, not in just one class or classroom. They are adaptations or modifications to the regular curriculum. SDIs are in place to help students reach their IEP goals and objectives.
List of SDIs and accommodations for IEPs
schedule/environmental SDIs and accommodations
- a quiet area to complete the work or take a test
- having someone read a test to them
- “preferential seating,” means sitting near the front, or away from distraction or in their area of preference (if they prefer a left or right visual field)
- preferential seating for hearing/audio
- preferential seating away from distractions, windows, doors, speakers
- extra time to complete the work or reading given
- early dismissal from class to get to locker and to next class
- identify and limit distractions
- opportunity for practice
- “hot pass” or “cool off card” which is a card the student gets and they can leave class, flash the hot pass to the teacher, and go to office, guidance counselor, nurse (designated ahead of time) to cool off, if they feel a negative behavior coming on
- high contrast materials, limited visual clutter
- adapted lunch setting to reduce sensory stressors
- adapted recess with adult lead activities to increase peer interactions
- recess and group activities to be designed with IEP goals in mind
- keep days and activities structured
- structured seating arrangements
- small group instruction
- access to resource room or learning support room
SDIs and accommodations for transitions
- visual cues in hallways to guide child to next classroom or cafeteria
- personal time outs to regroup and prepare for transition
- time warnings and increased transition time
- advance notice of transitions
- schedule on blackboard (or whiteboard/smartboard, I know, I’m old using the word blackboard)
Tools and Equipment-SDIs and accommodations
- visual charts
- visual schedules
- visual cues in locker, lunch box, on desk
- fidget spinners/fidget toys
- written schedules on locker, lunch box
- graphic organizers
- choice cards
- emotions cards
- ear plugs or headphones
- special seating-seat pads, sit-upon balls, etc.
- adaptive equipment-pens, pencils, calculators, fidgety toys, large print books, audio, etc.
- use of FM headsets to either have blocking out music, or FM transmission of teacher speaking, use Beatz or something else socially acceptable, blocks out outside noise
- rewards charts
- yoga, meditation, relaxation techniques
- use of a scribe or oral testing to open ended or essay formats
- provide a study guide
- provide audio recordings
- provide video/audio recordings
- voice recognition software
- extra set of text books-1 set for home, 1 for school
- pencil grips, slant boards
- develop a sensory diet
- spelling dictionary, spell checker
- provide notes, outlines or organizers with key concepts or terms highlighted
- mnemonics
- remind student to wear glasses/hearing aids
- allow use of preferred writing implement
Language based SDIs and accommodations
- minimal use of open ended statements or questions
- do not use sarcasm or inferences when communicating with student
- allow 5 or 10 second (whatever child needs) processing time when a request is made
- chunk down verbal instructions
- use only 1 question or instruction task at a time if child cannot do 2-3 part questions
- speak slower
- use literal language
- Use of first____, then_______.
- having someone read the material to them
- concise, direct prompts
- clear, concise instructions that are at child’s ability
- activity based learning
- explain metaphors and double meanings
- limit oral questions to the number that the child can manage
- provide direct feedback in appropriate settings
People and Peer based accommodations and SDIs
- special sign or signal between teacher and student to notify student of something
- encourage but do not force eye contact; forcing eye contact may break train of thought
- buddy system for unstructured times
- peer to peer tutoring as appropriate
- structured social skills groups
- set up opportunities for child to self advocate
- peer modeling-appropriate play, interaction
- role play
- social stories
- pair with student prior to learning a new task
- cooperative games rather than win/lose
- facilitated socialization at recess, lunch, breaks
- education sessions for peers to help them understand disability
- watch videos of social stories/interactions and ask to explain
- role playing-both with successful and undesired outcomes (ie-troubleshooting)
Sensory Accommodations and SDIs
- give sensory breaks-have child carry down attendance sheets or just a few envelopes down to office to allow for movement
- timed bathroom breaks (every 60, 90 120 minutes)
- awareness of sensory issues–smells, sounds, lighting; adjust as appropriate
- scheduled sensory breaks
- Make sure you see the full printable list below!
Behavior SDIs and Accommodations
- frequent reinforcement for desired/positive behaviors
- token board
- intersperse preferred and non-preferred tasks
- agenda check list for checkins with preferred staff member
- task strip with preferred activity at the end
Testing and Assignments-SDIs and accommodations
- monthly, weekly or bi-weekly phone or in person conferences with parents (progress monitoring)
- homework assignments chunked down by teacher to define each task
- have child write down verbal questions to aide in processing
- breaking down tests into segments
- pre-teaching information, then post-teaching afterwards
- alternatives for completing assignments (typed instead of written, or verbal)
- provide facilitated experiences
- frequent test breaks with opportunities to move
- testing in a study carrel
- testing in the morning only
- masking test items so only single questions are visible
- permission to hand in all assignments late, as pre-determined
- modify assignments to only include essential content
- intersperse easy and difficult demands on a 80/20 basis (and work to increase)
- longer assignments broken down and scheduled out in pictures or words
Miscellaneous, interventions for perceived cognitive and academic deficits
- alarms as reminders-phone, wristwatch, etc.
- AM/PM check in with preferred staff person
- use of prompt hierarchy
- incorporate child’s personal interests into activities whenever possible
- to do lists
- journal
- show example of completed projects
- picture calendar or schedule
- when appropriate and will not cause a distraction-guide student through real life situations
- provide with calming strategies
- test format to tap “recognition memory” such as matching or multiple choice rather than fill in blank without a word bank
