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ConsiderationsforSpeciallyDesignedInstruction
revisedAugust2019 1
ThisdocumentisintendedtoserveasguidanceforIEPteams,administrators,educatorsandpractitionersastheydetermineneed,plan,andimplementspeciallydesignedinstruction(SDI)forstudentswithdisabilitieswhorequireanIndividualizedEducationProgram(IEP).Thisdocumentisnotintendedasapolicybrieforacompliancetool.TheinformationbelowfocusesonthepracticalaspectsofdesigninganddeliveringSDI,totheendthathighqualityservicesandprogramsforstudentswithdisabilitiesarecontinuouslyoffered,improved,andintegratedwithintheframeworkofamulti-tieredsystemofsupport(MTSS).ThisdocumentisalsointendedtoserveasguidancetotheNCDepartmentofPublicInstruction(NCDPI)ExceptionalChildrenandtheIntegratedAcademicandBehaviorSystems(IABS)Divisionsfortheprovisionofcustomized,tieredsupporttoPublicSchoolUnits(PSUs)undertheStateSystemicImprovementPlan(SSIP),andtoassistPSUSelf-Assessmentteamsastheyengageinproblemsolvingandimprovementplanningspecifictooutcomesforstudentswithdisabilities.
ThemissionoftheNCDPIExceptionalChildrenDivisionis,“toensurethatstudentswithdisabilitiesdevelopintellectually,physically,emotionally,socially,andvocationallythroughtheprovisionofanappropriateindividualizededucationprogramintheleastrestrictiveenvironment.”Thedesignanddeliveryofspeciallydesignedinstructionisthecoreofspecialeducation.SDIisthevehiclebywhichstudentswithdisabilitiesreceivehigh-qualityinstructionandservicesthatwillresultinmasteryofacademicandfunctionalstandards,graduation,andmeaningfulpost-secondaryoutcomes.
SDIbeginswiththeknowledgethat:
● studentswithdisabilitiesarealwaysgeneraleducationstudents● specialeducationisaservice-notaplace-andisalwaysavailablewithindifferentiatedcore,supplementaland
intensivesupports● aneffectiveintegratedsystemresultsinacceleratedlearningofacademic,functional,behavioral,andsocial-
emotionalskillsforstudentswhoarebehind● SDIisinseparablylinkedtoschoolimprovement
NorthCarolina’sSSIPusesanLEASelf-Assessmenttoimproveoutcomesforstudentswithdisabilities.AnumberoftheCoreElementsintheLEASelf-Assessmentdirectlyaddressthedesignanddeliveryofspeciallydesignedinstruction.Theseinclude:
• CoreElement3:IEPDevelopment,ImplementationandGuidance• CoreElement4:ProblemSolvingforImprovement• CoreElement5:Research-BasedInstructionandPractices
TheneedforclarificationandstrengtheningofourunderstandingofSDIwithinanMTSSismulti-faceted.Themajorityofstudentswithdisabilitiesspend80%ormoreoftheschooldayingeneraleducationsettingswherethedeliveryofSDIcanbecomedifficulttodistinguishfromgeneraleducationinstruction,especiallyasdifferentiatedinstructionanduniversaldesignforlearning(UDL)approachesaremoreprevalentingeneraleducationsettings.Furthermore,within
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themulti-tieredsystemofsupport(MTSS)framework,somesupplementalandmanyintensiveinterventionsmaynotbesubstantivelydifferentthanspeciallydesignedinstruction.TheparticularaspectsofwhatSDIwillentailforagivenstudentarenotrequiredelementsoftheIEP;thosedetailsaremoreoftenfoundinspecialeducationteacherlessonplansandrelatedserviceplansofcare.Giventhesefactors,schoolandprogramadministratorshaveaskedforguidanceinidentifyingandassessingSDIwithinanMTSS,particularlyastheyconductprogramreviewsandperformanceevaluationsforspecialeducationstaff.Assuch,clarificationonthedistinctivefeaturesofSDI—orwhatmakesspecialeducation“special”—isofferedtopromotecommonlanguageandunderstandingforallstakeholders.ThefollowingcontentisasynthesisofNCDPIExceptionalChildrenDivisionstaffmembers’andlocalECadministrators’input,policy,andliteraturereview.
WHATISTHEDEFINITIONOFSPECIALLYDESIGNEDINSTRUCTION?
Speciallydesignedinstructionmeansadapting,asappropriatetotheneedsofaneligiblechildunderthispart,thecontent,methodology,ordeliveryofinstruction--● Toaddresstheuniqueneedsofthechildthatresultfromthechild'sdisability;and● Toensureaccessofthechildtothegeneralcurriculum,sothatthechildcanmeetthe
educationalstandardswithinthejurisdictionofthepublicagencythatapplytoallchildren.
IndividualswithDisabilitiesEducationImprovementAct(IDEA)Part300(A)300.39(b)(3);NC1500-2.34(b)(3)
WHYISSPECIALLYDESIGNEDINSTRUCTIONPROVIDEDTOSTUDENTSWITHDISABILITIES?
● TomeettheuniqueneedsofstudentswithdisabilitiesasdescribedintheIEP● Toaddressgapsand/oraccelerateacademic,behavioral,and/orfunctionalprogress
towardage-andgrade-levelstandards● Toensureafree,appropriate,publiceducation(FAPE)● Tosupportgraduationandmeaningfulpost-secondaryoutcomesforstudentswith
disabilities● Toensureallschoolprograms,activities,andenvironmentsareaccessible
WHATISSPECIALLYDESIGNEDINSTRUCTION?
● Responsive,systematicinstructioninadditiontohighqualitydifferentiatedinstructionanduniversaldesignforlearning(UDL)madeavailabletoallstudents
● Customized,individualizedinstructiondescribedintheIEPandlessonplans/relatedserviceplansofcareinformedby:
o Current/existing/ongoingstudentperformancedatao Relevant,evidence-basedprogramsandpractices,alignedwithand/or
providingaccesstotheNCSCoS,matchedtostudent’suniqueneeds,anddemonstratedtoacceleratestudentperformance
o Instructionaddressingstudentacademic,behavioral,and/orfunctionalneedsrelatedtoastudent’sdisability(ies)that,ingeneraleducation,inhibitsproficientacquisition,retention,expressionand/orapplicationofknowledgeandskills.
● TheIEPmustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolledtoensurehighexpectationsandmeaningfulaccesstoaState’sacademiccontentstandards(OSERSPolicyGuidanceonFAPENovember2015).
● TheprovisionofaccommodationsalonedoesnotsufficeasSDI.Accommodations,
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includingchangestogeneraleducationenvironment,pacing,materials,equipment,grading,assignments,and/ortestingstructure,donotconstitutespeciallydesignedinstruction.
● Required,ratherthanmerelybeneficial,fortheindividualstudenttomeeteducationalstandards
HOWDOESSPECIALLYDESIGNEDINSTRUCTIONFITWITHINAMULTI-TIEREDSYSTEMOFSUPPORT(MTSS)?
● Allstudents,includingstudentswithdisabilities,receiveCoreinstructionandinterventionasneeded;studentswithdisabilitiesalsoreceivespeciallydesignedinstruction
● SDIoccurswithinamulti-tieredsystemofsupportframework:o Data-drivenproblem-solvingatthedistrict,school,grade,andclassroomlevel
isinclusiveofstudentswithdisabilitieso ResourcesavailablewithinanMTSSincludespecialeducationandrelated
serviceproviderknowledge/skills/abilitieso SDIcanbeprovidedwithindifferentiatedCore,supplemental,and/orintensive
supportso AComprehensiveAssessmentSystemisinclusiveofassessmentsthatmeasure
theoutcomesandeffectivenessofSDI● TheintentofSDIistoensureaccesstothegeneralcurriculumsothatanychildwitha
disability,asdefinedbyNC1500-2.4,canmeettheeducationalstandardsthatapplytoallchildren
● SeetheRationaleDocument:SDIwithinanMTSS
WHOSHALLDESIGNANDMONITORSPECIALLYDESIGNEDINSTRUCTION?
Properlylicensedspecialeducationteachers,includingBKcertifiedteachers,andrelatedserviceproviderswithspecializedtrainingandcompetencyintheareaofneed(e.g.,license,education,and/orcredentials),incollaborationwithgeneraleducationteachers
WHOCANPROVIDESPECIALLYDESIGNEDINSTRUCTION?
● Properlylicensedspecialeducationteachers,includingBKcertifiedteachers,andrelatedserviceproviderswithspecializedtrainingandcompetencyintheareaofneed(e.g.,license,education,and/orcredentials),incollaborationwithgeneraleducationteachers
● Generaleducationteachers,therapyassistantsandparaprofessionals,underthesupervisionofthespecialeducationteacherorrelatedserviceprovider,mayassistintheprovisionofspeciallydesignedinstruction,butmaynotbetheprimaryproviderofSDI
WHEREANDWHENISSPECIALLYDESIGNED
● Specialeducationisaservice-notaplace-andisavailablewithindifferentiatedcore,supplementalandintensivesupports
● Anyplaceortimeschool-relatedactivitiesoccur,asdefinedinthestudent’sIEP
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INSTRUCTIONDELIVERED?
● Tothemaximumextentappropriate,withstudentswhoarenotdisabled,basedonindividualstudentneeddescribedintheIEP
● Whenthenatureofthedisabilityissuchthatparticipationingeneraleducationcannotbesatisfactorilyachieved,studentsmayreceiveSDIinothersettingsinadditiontothegeneraleducationsetting
● Withinintentionallyselectedsettingsmostlikelytoresultinstudentprogress(SeeLeastRestrictiveEnvironment)
HOWISTHEDELIVERYOFSPECIALLYDESIGNEDINSTRUCTIONVERIFIED?
• Classroom/therapyspacewalk-throughsandobservations(SeeAppendixC)• Documentationofserviceprovision/treatmentnotes• Completeddatasheets/progressmonitoringtools• IEPprogressreports• Staffandstudentattendancerecords
HOWDOIEPTEAMMEMBERSMONITORSPECIALLYDESIGNEDINSTRUCTIONFOREFFECTIVENESS?
● Throughaspeciallydesignedprogressmonitoringplan● Throughanalysisofdatathatmayinclude,butisnotlimitedto:
o repeated,individualstudentassessmentdatao comparisonofstudentrateofgrowthtoIEPgoalso comparisonofstudentrateofgrowthtogradelevelstandards
● Throughanalysisofmultipledatasourcesthatincludecommonformativeassessments,interim/benchmarkassessments,outcomeassessmentsanduniversalscreeningthatindicates:
o Specialeducationresultsinacceleratedacademicand/orbehavioralprogresstowardgradelevelstandardsataratesufficienttoresultineventualgraduationwithadiplomaand/orreadinessforpost-highschoolcareer,college,orcommunitysuccess
o Studentsinspecialeducationareexperiencingreducedriskovertimeo Instructionisbeingdeliveredwithfidelity,usingcurriculumandpractices
consistently,accurately,andasintended● Throughcollaborative,systematicdatareview,analysis,andproblemsolvingbythe
IEPteamtodeterminewhen/if:o SDIneedstobemodifiedo Goalsneedtobeadvancedoradjustedo Thereisalackofexpectedprogresso SDIisnolongerrequired
● ThroughIEPteamfeedback● ThroughIEPteamprogressmonitoringdata● TheLEArepresentativeisresponsibleforensuringthattheIEPisimplementedas
written
HOWISSTUDENT ● Throughreportsonthechild’sprogresstowardmeetingeachannualgoalprovided
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PROGRESSRESULTINGFROMSPECIALLYDESIGNEDINSTRUCTIONCOMMUNICATEDTOPARENTS?
concurrentlywiththeissuanceofreportcards,ormoreoftenasdeterminedbytheIEPTeam.IDEA300.320(a)(3)(ii)
● BycommunicatingobjectivemeasuresofachievementthatclearlyindicatesprogresstowardtheIEPgoal,benchmarkand/orobjectiveandwhetherprogressissufficienttoachievethegoalbytheendoftheIEPterm
● Throughinformativeandparent-friendlylanguage● Byavoidingvaguetermssuchas“adequateprogress”● Byutilizingdata-informed(objective,notsubjective)descriptionsofperformance● Throughcommunicationfromallcontributorstostudentprogress,especiallywhen
progressvariesbydisciplinefocus/emphasis
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HOWISSPECIALLYDESIGNEDINSTRUCTIONDELIVERED?
● Inanurgent,relentless,intense,precise,direct,highlystructuredandcarefullymonitoredmanner
● Bysystematicallyadjustinginstructionandinterventionovertime,inresponsetoongoingprogressmonitoringdata,toaddressthestudent’scomplexlearningneeds
● Throughcustomizedchangestothecontent,methodologyand/ordeliveryofinstructionbasedonthestudent’sdisability,whichmayincludealterationsin:
o thepurposeandappropriatenessofthetasko thecomplexityofthetasko thesizeofthetasko thetimeallottedo thepaceofinstructiono theenvironmento theorderoflearningo theinstructionalproceduresandroutineso theresourcesandmaterialso theapplicationanddemonstrationofknowledgeo thelevelofsupport/assistancefromspecialistso studentindependence,participation,andmotivation
HOWISSPECIALLYDESIGNEDINSTRUCTIONDOCUMENTED?
● Therelatedserviceproviderplansofcareand/orlessonplansserveastheprimaryartifactofspecialdesign;otherrelevantdocumentationofspecialdesignincludes:
o theIEPo progressmonitoringplans(SeeAppendixB)o documentationofserviceprovision/treatmentnotes
● TheLEArepresentativeisresponsibleforensuringthattheIEPisimplementedaswritten● AdaptationstothecontentofSDImaybedescribedin:
o PresentLevelsofAcademicandFunctionalPerformance(PLAAFP)o Annualgoalsandobjectiveso Supplementalaidsandserviceso Theidentifiedcourseofstudyo Selectedmodificationso LeastRestrictiveEnvironment(LRE)justificationo Lessonplanand/orrelatedserviceproviderplanofcare
● AdaptationstothemethodologyofSDImaybedescribedin:o PLAAFPo “Given”statementofgoalsandobjectiveso Supplementalaidsandserviceso Selectedaccommodationsand/ormodificationso LREjustificationo Lessonplanand/orrelatedserviceproviderplanofcare
● AdaptationstothedeliveryofSDImaybedescribedin:o ServicedeliverydescriptionintheIEP;mustdocumenteachareaofSDIthatalignswith
IEPgoals
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o LREjustificationo Supplementalaidsandserviceso Lessonplanand/orrelatedserviceproviderplanofcare
APPENDIXAGlossaryofTerms
Accommodations-allowsastudenttocompletethesameassignmentortestasotherstudents,butwithachangeinthetiming,formatting,setting,scheduling,responseand/orpresentation;theaccommodationdoesnotalterinanysignificantwaywhatthetestorassignmentmeasures
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Acquisition-earlystagesoflearninginwhichthelearneris:explicitlytaughtanewknowledgeorskill;receivesclose/frequentsupportandfeedbackoninitialattemptstousetheknowledgeorskill;and,isnotyetaccurateorfluentwiththenewknowledgeorskill
Application-useortransferofknowledgeorskillinnewsituations;takingwhatislearnedduringtheacquisitionphaseintonovel,morevariablesituations
Content-substanceoftheknowledge,skillsanddispositionsthatistaughtthatisspecifictothestudentwithadisability;directlylinkstostandards,andmaybeanunderlying,prerequisiteneededtomeetthestandards;answerswhatthestudentwilllearn
Design-creationofanindividualizededucationprogram(orsomeofitscomponents)bytheIEPteam,includingaspecialistorgroupofspecialiststrainedandqualifiedtosynthesizestudentperformancedata,knowledgeofhowthestudent’sdisabilityaffectslearningandparticipation,andinformationabouttheinstructional/schoolenvironment
Delivery-theinstructionalcontextorconditions,specifictothestudentwithadisability,thatresultsinaccessto,participationinandprogressinthecurriculum;answerswhereandwhenthelearningwilloccur
Differentiatedinstruction-instructionavailabletoallstudentsandis“...aprocesstoteachingandlearningforstudentsofdifferingabilitiesinthesameclass.Theintentofdifferentiatinginstructionistomaximizeeachstudent’sgrowthandindividualsuccessbymeetingeachstudentwhereheorsheisandassistinthelearningprocess”(NCACDifferentiatedInstructionandImplicationsforUDLImplementation:EffectiveClassroomPracticesReport)
Evidence-basedinstructionandintervention-theintegrationofprofessionalwisdomwiththebestavailableempiricalevidenceinmakingdecisionsabouthowtodeliverinstruction(Whitehurst,2002).Foradditionalinformation,seeUnitedStatesDepartmentofEducationNon-RegulatoryGuidance:UsingEvidencetoStrengthenEducationInvestments.https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
NOTE:“Forsomestudentswiththemostintensiveneeds,evidence-basedpracticesmaybelimitedorunavailable.Thisisparticularlytrueforstudentswithdisabilities.WhennorelevantEBPscanbefound,werecommendthateducatorsapplythesameprinciplesusedtoidentifyEBPstolocatepracticessupportedaseffectivebythebestavailableevidence(i.e.evidence-basedreviews,practiceguides,meta-analyses,andnarrativeliteraturereviews).Nopractice,evenanEBPorapromisingpracticesupportedbythebestavailableevidence,isguaranteedtoworkforeveryindividuallearner.Educatorsshouldmonitortheprogressofeachindividuallearnertogaugeeachlearner’sresponsivenesstoinstructionandadjustinstructionaccordingtothedata.”(TheCouncilforExceptionalChildren,2014)
Expression-studentdemonstrationofknowledge,attitudes,skills,aspirations,andbehaviorsbywhateverindividualizedmeanshe/sheisabletouse(e.g.,speech,writtenlanguage,assistivetechnology,gestures,etc.)
Free,AppropriatePublicEducation(FAPE)-anindividualizededucationalprogramthatisdesignedtomeetthestudent'suniqueneedsandfromwhichthestudentreceiveseducationalbenefit,andpreparesthemforfurthereducation,employment,andindependentlivingLEASelf-Assessment-OnecomponentofNC’sfederallymandatedResultsDrivenAccountabilityeffortstoimproveoutcomesforstudentswithdisabilities,usingcustomized,collaborativeproblemsolvingandimprovementplanning
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acrosslocal,state,andfederalagencies;thistoolidentifiesstrengthsandneedsofECstructuresandprogrammingatthelocallevelanddrivesthetype/intensityofsupportthePSUwillreceiveLeastRestrictiveEnvironment-meansthat,tothemaximumextentappropriate,childrenwithdisabilitiesshallbeeducatedwithchildrenwhoarenotdisabled,andspecialclasses,separateschooling,orotherremovalofchildrenwithdisabilitiesfromtheregulareducationalenvironmentoccursonlywhenthenatureofthedisabilityissuchthateducationintheregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily(NC1500-2.20)Methodology-theinstructionaldesignofcontentusingevidence-basedpracticesmatchedtouniquestudentneedsresultingfromthedisability;answershowinstructionisdesignedModifications-anadjustmenttoanassignmentoratestthatchangesthestandardorwhatthetestorassignmentissupposedtomeasureMulti-tieredsystemofsupport(MTSS)-NCMTSSisamulti-tieredframeworkwhichpromotesschoolimprovementthroughengaging,research-basedacademicandbehavioralpractices.NCMTSSemploysasystemsapproachusingdata-drivenproblemsolvingtomaximizegrowthforall(MTSSLivebinder)
● Coreinstruction-evidence-basedpracticesandprogramsdemonstratedtoproducegoodacademicandbehavioroutcomesforthemajorityofstudents;Coreinstructionincludesallstudents
● Supplementalinstruction-evidence-basedpracticesandprogramsdemonstratedtoimproveacademicandbehaviorperformanceinCore;providedinadditiontoCoreinstruction
● IntensiveInstruction-evidence-basedpracticesandprogramsdemonstratedtoaccelerateacademicandbehaviorperformanceinidentifiedareas;providedinadditiontoCoreandSupplementalinstruction
Progressmonitoringplan-awrittenplandevelopedbytheIEPteamthatconsidersthefollowing:● Identificationandoperationaldefinitionoftheacademic,behavioralorfunctionalknowledge,action/skillor
abilitythatwillbemeasured● Identificationanddescriptionofthedatacollectionmethod/tool● Descriptionofhowoften,timeofdayandwherestudentprogresswillbeassessed● Identificationofteammembersresponsiblefordatacollection,fidelitychecks,datainterpretationand
writingprogressreports
Retention-studentisfluentandaccurateenablingreadyaccesstoacquiredknowledge,attitudes,skills,aspirations,and/orbehaviorsovertimeStateSystemicImprovementPlan-anambitiousbutachievablemulti-yearplanthateachStatemustwritedescribinghowitwillimproveoutcomesforchildrenwithdisabilitiesservedunder;Indicator17intheOSEPStatePerformancePlan/AnnualPerformanceReport;SSIPhasthreephases:analysis;improvementplan;and,evaluationUniversalDesignforLearning-meansascientificallyvalidframeworkforguidingeducationalpracticethat:
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A. providesflexibilityinthewaysinformationispresented,inthewaysstudentsrespondordemonstrateknowledgeandskills,andinthewaysstudentsareengaged;and
B. reducesbarriersininstruction,providesappropriateaccommodations,supports,andchallenges,andmaintainshighachievementexpectationsforallstudents,includingstudentswithdisabilitiesandstudentswhoarelimitedEnglishproficient(NationalCenteronUniversalDesignforLearning)
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APPENDIXBSampleProgressMonitoringPlan
forStudentResponsetoSpeciallyDesignedInstruction
1. Identifyandoperationallydefinethebehavioralorfunctionalknowledge,action/skill,orabilitythatwillbemeasured:
2. Describethedatacollectionmethod/tools:
3. Describehowoften,whattimeofday,andwherestudentprogresswillbeassessed:
4. Identityteammembersresponsiblefor:a) datacollection–b) datacollectionfidelitychecks–c) interpretingdatatodetermineprogress–d) writingprogressreporttoparents
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APPENDIXCSpeciallyDesignedInstructionDataCollectionTools
ThefollowingtoolsareprovidedtosupportPSUsinthecollectionandanalysisofthedesign,deliveryandeffectivenessofSpeciallyDesignedInstructiontosupportsystematicproblemsolving.NCDepartmentofPublicInstructionDataCollectionToolThistoolisdesignedtosupportdatacollectiontoallowforthecollectionofmeaningfuldataoninstructionalpracticesforSWDtoinformproblemsolvingaroundthesethreecoreelementsinanyschoolsettingwherespeciallydesignedinstructionisbeingprovided.Thisincludesbothgeneralandspecialeducationsettings.ThistoolisdesignedtobeadatacollectiontoolacrossaschoolorPSUtoassistinproblemsolvingaroundtheSSIPcoreelements.Itisnotintendedtobeanevaluationtoolforanindividualteacher.ThistoolismeanttobeanexampleandmaybecustomizedtomeettheneedsofthePublicSchoolUnit. ThefollowingfidelitytoolsareprovidedthroughtheNorthCarolinaStateImprovementProject(NCSIP).Theobservershould,ataminimum,havecompletedafulltrainingcourseinthereadingand/ormathmodelbeingimplementedbytheteacherwhoistobeobserved.Whenpossible,theobservershouldbeatrainerinthisreading/mathmodel.NCSIPReadingandMathFidelityObservationForms
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AppendixD
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APPENDIXEReferences
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Fuchs,D.,Fuchs,L.S.,&Stecker,P.M.(2010).The"BlurringofSpecialEducationinaNewContinuumofGeneralEducationPlacementsandServices.ExceptionalChildren,76(3),301-323.
Hall,T.,Strangman,N.,&Meyer,A.(2005,December1).DifferentiatedInstructionandImplicationsforUDLImplementation.RetrievedfromCAST:http://www.cast.org/udlcourse/DifferInstruct.doc
KentuckyDepartmentofEducation,DivisionofLearningServices.(2015,July).KentuckyDepartmentofEducation.RetrievedfromIEPGuidanceandDocuments:http://education.ky.gov/specialed/excep/forms/Pages/IEP-Guidance-and-Documents.aspx
NationalCenteronUniversalDesignforLearning.(2015,December15).AboutUDL.RetrievedfromNationalCenteronUniversalDesignforLearning:http://www.udlcenter.org/aboutudl/udldefined
NewYorkStateOfficeofSpecialEducation.(2014,September30).ExplicitInstructionDataCollectionTools.RetrievedfromRSE-TASC:http://www.esboces.org/cms/lib07/NY01914091/Centricity/Domain/64/Explicit%20Direction%20Instruction%20data%20Collection%20Tools.docx.
NorthCarolinaDepartmentofPublicInstruction.(2015,July2).NCMTSSFactSheet.RetrievedfromMulti-TieredSystemofSupport:http://mtss.ncdpi.wikispaces.net/
UnitedStatesDepartmentofEducation.(2016,September16).Non-RegulatoryGuidance:UsingEvidencetoStrengthenEducationInvestments.RetrievedfromUSDepartmentofEducation:https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
UnitedStatesDepartmentofEducationOfficeofSpecialEducationandRehabilitativeServices(2015,November16).OSERSPolicyGuidanceonFreeAppropriatePublicEducation.RetrievedfromUSDepartmentofEducation:https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf
PublicSchoolsofNorthCarolinaExceptionalChildrenDivision.(2018).PoliciesGoverningServicesforChildrenwithDisabilitiesAmendedMarch2018.PublicSchoolsofNorthCarolina.
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TheCouncilforExceptionalChildren.(2014,November/December).Evidence-BasedSpecialEducationintheContextofScarceEvidence-BasedPractices:TheCouncilforExceptionalChildren’sInterdivisionalResearchGroup.TeachingExceptionalChildren,47,pp.81-84.
Whitehurst,G.J.(2002).Evidence-basedEducation.RetrievedfromInstituteofEducationSciences:http://ies.ed.gov/director/pdf/2002_10.pdf