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Specially designed academic instruction in English (SDAIE) is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English.
Specially designed instruction affects the instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to help the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialed special education teacher or related service provider.
Students who need special education and specially designed instruction are eligible for related serves under IDEA. During the evaluation process the student is evaluated to first find out if the student has a disability, and secondly to determine what types of related services the student requires. Within IDEA it can be in many forms.
“(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. “(Authority: 20 U.S.C. 1401(34))”
Together both educators work as a team to deliver instruction while implementing the legal modifications and accommodations of the special needs students in the class. [ 8 ] If a student is unable to learn in a fully inclusive environment, the special education team may place the student in a more restrictive setting, usually partial inclusion.
Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material ...
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
While tracking for regular instruction makes no real difference in scholastic achievement for low and average ability students, it does produce substantial gains for gifted students in tracks specially designed for the gifted and talented. [26]