Best of Georgia Specially Designed Instruction Examples 25

Table of Contents

Introduction to Georgia Specially Designed Instruction Examples

Across Georgia’s classrooms, specially designed instruction SDI stands as the foundation of equitable learning for students with disabilities. It represents the bridge between individualized education plans IEPs and real, measurable classroom outcomes. The phrase Georgia specially designed instruction examples goes beyond compliance—it reflects the state’s ongoing commitment to ensuring that every learner, regardless of ability, receives instruction tailored to their unique needs.

In practice, SDI determines how teachers adapt lessons, materials, and teaching methods to align with each student’s learning profile. In Georgia, this alignment is grounded in both federal law under the Individuals with Disabilities Education Act IDEA and state-level guidance from the Georgia Department of Education GaDOE. These frameworks emphasize the importance of purposeful planning, data-driven strategies, and ongoing progress monitoring.

Understanding how SDI looks in Georgia schools helps educators design lessons that not only meet IEP goals but also promote access to the general curriculum. This means moving beyond surface-level supports—such as extended time or seating arrangements—and focusing on instructional transformation: modifying content, methodology, and delivery to target skill development directly.

Throughout this article, we’ll explore:

The core principles and legal foundations of specially designed instruction;
Georgia-specific frameworks and examples used by teachers across the state;
Practical steps for writing effective SDI statements within IEPs;
Proven, evidence-based classroom applications and real-life case studies; and
Resources that help educators and parents collaborate to ensure student success.

By drawing on official Georgia DOE resources and best practices in special education, this guide provides a comprehensive look at how SDI operates in real Georgia classrooms. Whether you are a new special educator, an experienced teacher revising IEPs, or a parent striving to understand how your child is supported, you’ll find actionable insights and concrete examples that demonstrate how specially designed instruction empowers exceptional learners to thrive.

2. What is Specially Designed Instruction SDI? Definition & Legal Basis

At its core, specially designed instruction SDI refers to individualized educational strategies that are designed to meet the unique needs of a student with a disability. According to the Individuals with Disabilities Education Act IDEA, SDI means adapting, as appropriate to the needs of the child, the content, methodology, or delivery of instruction to address the child’s unique needs and to ensure access to the general curriculum.

2.1 SDI vs. Accommodations & Modifications

It’s critical to distinguish SDI from accommodations and modifications:

Accommodations change how a student learns or is assessed for example, extra time on a test.
Modifications change what the student is expected to learn for example, simplified content.
SDI changes what instruction is delivered, how it is delivered, and where/when it is delivered in order to allow the student to progress toward grade-level standards. In other words, the specially designed aspect lies in the intentional adaptation of the instructional plan. It is not simply giving a student more time or devices — it is designing the instruction with a student’s unique disability-related needs in mind.

3. The Georgia Context: Policy & Resources for SDI in Georgia Schools

Tailoring SDI for Georgia requires familiarity with the statewide guidance and resource systems.

3.1 Role of the Georgia Department of Education (GaDOE)

The Georgia Department of Education (GaDOE) provides educator-training modules, online resources and courseware that include examples of SDI. One such resource provides direct examples of specially designed instruction, aligned with differentiated instruction in Georgia’s special education context.

3.2 State-Specific SDI-Guidance and Documentation

For example, the City Schools of Decatur website notes that, in Georgia, SDI is teaching a student based on their particular needs, taking their disability and individual education program IEP goals into account … implemented to directly address a child’s IEP goals which, in turn, should enable him/her to reach grade level standards.
This guidance emphasises:

SDI must be planned and systematically delivered not ad-hoc.
SDI must be monitored for effectiveness and adjusted as needed.
The goal is access to the general curriculum rather than segregation.
Therefore, when we talk about Georgia specially designed instruction examples, we are talking about instructional strategies that are directly aligned with these state expectations, and tailored to the Georgia special education context.

4. Writing Effective SDI Examples for IEPs in Georgia

One of the most frequent challenges educators face is not just knowing what to include in an IEP but how to word the SDI in a way that is clear, measurable, and aligned with student needs.

4.1 How to Align SDI with IEP Goals

When writing SDI, keep these three key questions in mind:

What skill/deficit is the student working on?
How will instruction be adapted content, method, delivery to meet that need?
Where/when will the instruction take place, and how often?
An SDI statement should tie directly to the IEP goal. For example:
The teacher will provide small-group, scaffolded instruction of decoding strategies three times per week in the resource classroom, using multisensory phonics

materials, to increase the student’s reading accuracy from 60% to 80% by end of term.
This meets the how and where/when aspects of SDI.

4.2 Step-by-Step Template: Example SDI Statement

Here is a template you can adapt for the Georgia context:

Student name will receive delivery method – e.g., one-on-one/small group/co-teaching instruction in the area of skill area – e.g., expressive writing, math problem-solving.
The instruction will be modified in content and/or methodology by specific adaptation – e.g., graphic organisers, chunked tasks, visual scaffolds, explicit modelling.
Sessions will occur location – e.g., in general education classroom/resource room/supported classroom for frequency – e.g., 3 times per week, 30 minutes each.
Progress will be monitored by data – e.g., weekly probe, teacher check-in with the target of reaching measurable outcome – e.g., 75% accuracy by timeframe – e.g., end of semester.
Example adapted for Georgia:
“In the general education classroom, the student will receive small-group instruction three times per week using graphic-organiser scaffolds and assistive technology (speech-to-text) to produce multi-paragraph responses on grade-level social-studies texts, increasing from 40% to 70% accuracy by the end of the school year.”

4.3 Common Pitfalls and How to Avoid Them

Pitfall: Vague wording such as student will receive special support.
Avoid by: Specifying method, frequency, and measurable outcome.
Pitfall: Focusing only on accommodations e.g., student will have extra time instead of instructional content/delivery adaptation.
Avoid by: Emphasising the changed instruction rather than just the tool.
Pitfall: Not tying the SDI to IEP goals and to grade-level standards.
Avoid by: Ensuring the SDI statement links to what the student will work toward and how it aligns to standards.
By following a clear template and avoiding ambiguous phrases, educators in Georgia can write effective SDI examples that meet both legal requirements and instructional clarity.

5. Classroom Implementation: Practical Examples of SDI in Georgia Schools

Let’s look at real-life implementation of SDI within Georgia classrooms across different domains.

5.1 Academic Domains Reading, Math, Writing

Reading – Decoding & Fluency: A teacher in Georgia uses small-group explicit phonics instruction for a student with dyslexia. The content is simplified but aligned to grade-level themes; the methodology uses repeated readings and chunked texts; delivery occurs in the resource classroom three times weekly.
This aligns with Georgia guidance for SDI: adaptation of content/methodology/delivery to address unique needs.
Math – Problem-Solving: A student with a math learning disability receives co-taught guided problem-solving using graphic organisers and manipulatives. The lesson is pre-taught before the general class, and then reinforced during class with a paraprofessional.
Writing – Expression: A student with executive-function challenges is taught using scaffolded graphic organisers, chunked writing tasks, and speech-to-text assistive technology, delivered in a small-group format within the general classroom.

5.2 Behavioral, Social, Communication Domains

SDI is not limited to academics. For example:

A student with autism receives targeted social-skills instruction in a social-communication group twice weekly, using role-play and video modelling, delivered in a designated support classroom.
A student with ADHD receives structured check-in/check-out and self-monitoring strategies embedded into general class time; the teacher modifies delivery by using visual prompts and frequent feedback.

5.3 Assistive Technology & Delivery Methods

Georgia schools increasingly incorporate assistive technology as part of SDI. Examples include:

Speech-to-text software integrated into writing instruction.
Visual cueing apps used in self-regulation interventions.
Interactive learning centres where students rotate through activities designed to meet their IEP-driven targets. The City Schools of Decatur list “use assistive technology for support” as one of their SDI examples.

5.4 Inclusive Practices & Access to General Curriculum

One hallmark of quality SDI is that it supports access to the general curriculum rather than segregating students unnecessarily. As the CEC notes, SDI ensures access to the general curriculum by adapting instruction.
In Georgia, inclusive practices might look like:

A special-education teacher and general-education teacher co-planning a lesson and delivering tiered instruction so that students with IEPs receive tailored instruction within the general classroom.
A station-rotation model where students with IEPs spend part of the class in a small-group SDI setting and then return to general instruction with scaffolds provided.
By implementing SDI in inclusive settings, Georgia educators uphold both the letter and spirit of state and federal policy, while maximizing student engagement and access.

6. Evidence-Based Practices: Why SDI Works for Exceptional Learners

Understanding why SDI is effective helps educators commit to quality implementation, not just check a box.

6.1 Research Highlights: Access & Progress

Research shows that when instruction is adapted in content, methodology, or delivery for students with disabilities, those students are more likely to make meaningful progress toward grade-level standards and less likely to be restricted to a modified curriculum. The CEC defines SDI as adaptation to ensure access and progress.

6.2 Monitoring, Data, and Adjusting SDI Over Time

Effective SDI is not static. Georgia guidance emphasizes that SDI must be monitored for effectiveness and adjusted.
Best practices include:

Weekly probes/data collection to check progress.
Collaborative review between special-education teacher, general teacher, and other support staff.
Adjusting the method of delivery (e.g., moving from small-group to one-on-one) or content (e.g., increasing text complexity) when progress stalls.
Embedding student self-monitoring and self-advocacy to promote independent usage of instructional supports.
By maintaining a cycle of plan-implement-monitor-adjust, Georgia schools ensure that SDI remains responsive to student needs and leads to measurable growth.

7. Real-Life Case Studies: Georgia Schools Using SDI Effectively

Let’s explore some illustrative case studies (names and schools anonymised for privacy) to see SDI in action.

7.1 Small Group Learning Centres

At a mid-sized Georgia elementary school, students with IEPs join a 10-minute station rotation during math class: one station where the special‐education teacher delivers scaffolded instruction aligned with the general lesson, another station with manipulative-based guided practice, and the third station independent practice with assistive tech. The SDI statement for one student:“Student will participate in a small-group learning centre three times per week with teacher modelling and manipulatives, increasing accuracy from 50% to 75% on grade-level word-problem sets by semester’s end.”

This example clearly shows adaptation of methodology (manipulatives, small group), frequency, measurement, and integration into general class.

7.2 Technology-Enhanced Delivery

In a Georgia middle school, a student with dysgraphia uses a speech-to-text tool and graphic organiser software during ELA class. The teacher and special-education support staff pre-teach vocabulary and chunk the text into scaffolded sections. The SDI:“Using speech-to-text and pre-teaching vocabulary, the student will write a multiparagraph essay on grade-level content, with scaffolded outlines and teacher modelling, increasing from 2 paragraphs at 40% content accuracy to 4 paragraphs at 70% accuracy by end of term.”

This shows content, method and delivery adaptation.

7.3 Collaboration between Special & General Educators

At a Georgia high school, a co-taught geometry class supports a student with a visual-spatial disability. The general education teacher presents the core lesson; the special-education teacher pulls a small group of students (including the target student) for preview of vocabulary, modelling with manipulatives, and guided re-teaching after the general lesson. The student’s SDI: In co-taught geometry class, the student will receive pre-lesson review and post-lesson guided practice using tactile geometry tools and graphic organisers, enabling the student to solve 80% of grade-level congruence problems by end of semester.This highlights inclusion, co-planning, and collaborative delivery.

These case studies illustrate how Georgia educators are applying specially designed instruction in meaningful, measurable ways—empowering students rather than isolating them.

8. Frequently Asked Questions (FAQ) about SDI in Georgia

Q1. Is SDI required for every student with an IEP in Georgia?
Yes. If a student has an IEP, the special education services section must include specially designed instruction to address the unique needs that result from the child’s disability and enable access to the general curriculum. (IDEA)

Q2. Can SDI be delivered in the general education classroom?
Absolutely. SDI can be provided in general education, special education, or other settings as appropriate. The focus is on where and how often that instruction occurs.

Q3. How often should SDI be reviewed or adjusted?
Review should be ongoing, but formally at each IEP review. Data monitoring (weekly, monthly) should inform adjustments to content, methodology or delivery. Georgia guidance emphasises monitoring effectiveness.

Q4. What if an educator confuses SDI with accommodations?
That’s a common pitfall. The key difference: SDI changes instruction, not just environment or tools. Educators should ask: “Am I changing what the student is taught or just how they access it?”

Q5. How can parents support SDI implementation?
Parents should ask to see the SDI statement in the IEP, ask how it is being delivered, what data is being collected, and how progress will be measured. Stay in communication with teachers and request adjustments if needed.

Conclusion: Empowering Georgia Educators and Families Through Effective Specially Designed Instruction

After exploring the landscape of Georgia specially designed instruction examples, it becomes clear that SDI is far more than an IEP requirement—it is the instructional heartbeat of equitable education. Specially designed instruction ensures that every learner, regardless of disability or learning profile, receives intentional, data-driven, and individualized teaching that enables them to progress toward grade-level standards and lifelong independence.

For educators, mastering SDI means understanding how to strategically adapt content, methodology, and delivery to close learning gaps while maintaining high expectations. It involves consistent collaboration between general and special education teachers, the use of evidence-based strategies, and continuous monitoring to measure student growth. High-quality SDI is not static; it evolves as student needs, curriculum standards, and instructional technologies change. Georgia’s Department of Education (GaDOE) provides ongoing training, tools, and professional learning resources to help teachers design instruction that reflects the diversity of learners in today’s classrooms.

For parents and guardians, a deep understanding of SDI opens doors to meaningful collaboration. When families recognize what effective specially designed instruction looks like—specific strategies, frequency, measurable goals—they become active participants in shaping their child’s IEP and advocating for appropriate supports. Parents can use SDI statements as a roadmap for communication, asking how instruction is implemented, monitored, and refined over time.

At a systemic level, the integration of strong SDI practices aligns with Georgia’s broader educational mission: ensuring that every child, regardless of ability, has equitable access to the general curriculum and opportunities for postsecondary success. Whether through small-group targeted teaching, assistive technology, or differentiated learning environments, SDI represents the best of inclusive education in action.

The examples and frameworks discussed throughout this guide demonstrate that effective specially designed instruction is both achievable and transformative. By combining GaDOE guidance, collaborative teamwork, and ongoing reflection, Georgia schools can continue to strengthen instructional quality and student outcomes.

Ultimately, Georgia’s specially designed instruction examples serve as models of innovation, compassion, and accountability—proving that when educators and parents unite under a shared vision of individualized, intentional teaching, every student can succeed, grow, and thrive.

Additional Resources & References

Georgia Department of Education – Specially Designed Instruction examples & courses.
Council for Exceptional Children – Definition of SDI. us-georgia.exceptionalchildren.org
25 SDI Examples for an IEP, by subject area (A Day in Our Shoes).