Description: This book serves as an essential resource for educators and professionals about Specially Designed Instruction (SDI), offering a thorough understanding of the complexities involved and practical strategies for addressing the educational needs of diverse disabilities.
Brief description: Michael Faggella-Luby, PhD, is a Professor of Special Education and Core Faculty of the Alice Neeley Special Education Research and Service (ANSERS) Institute. He was a high school teacher and administrator in Florida. Dr. Faggella-Luby teaches courses related to preparing educators to evaluate, select, plan, and implement research-based methods and instructional materials for teaching students with and without disabilities who are at risk for failure. His scholarly interests focus on learning disabilities, literacy, reading education, special education, diverse learning needs, instructional design, secondary education, and school reform. He has written publications related to cognitive learning strategies, response-to-intervention (RtI)/scientifically research-based instruction (SRBI), self-determination, literacy, and urban school reform. Dr. Faggella-Luby's primary research interest focuses on embedding instruction in learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He received the 2006 Outstanding Researcher Award from the Council for Learning Disabilities and the 2007 Annual Dissertation Award from CEC's Division of Learning Disabilities for his dissertation study Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Secondary Classes for Diverse Learners. He is past president of the Division for Learning Disabilities of the Council for Exceptional Children.
Review Quotes:
"With so many different approaches to instruction, teachers will learn how to position their advocacy for specially designed instruction (SDI) by understanding what SDI entails compared to other types of pedagogy. This guide provides teachers with critical knowledge of SDI and step-by-step suggestions for teachers on how to provide SDI to each child on their caseload." --MICHAEL SOLIS, ASSOCIATE PROFESSOR, SCHOOL OF EDUCATION, UNIVERSITY OF CALIFORNIA, RIVERSIDE
"The range of case examples helps show educators how to meaningfully change practices to better meet the individual needs of students. The focus on using data to plan, implement, and evaluate progress is key and its emphasis of looking not only at the individual student but also the schoolwide performance can help administrators think better about how resources are being allocated and used." --BETH HARN, PROFESSOR OF SPECIAL EDUCATION, UNIVERSITY OF OREGON