Defining Specially Designed Instruction: A Systematic Literature Review

Autor/inn/en	Rodgers, Wendy J.; Weiss, Margaret P.; Ismail, Hazim Aal
Titel	Defining Specially Designed Instruction: A Systematic Literature Review
Quelle	In: Learning Disabilities Research & Practice, 36 (2021) 2, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodgers, Wendy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12247
Schlagwörter	Instructional Design; Special Education; Educational Research; Role Perception; Ambiguity (Context); Inclusion; Students with Disabilities; Learning Disabilities; Individualized Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsforschung; Pädagogische Forschung; Role conception; Rollenverständnis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Individualisierender Unterricht
Abstract	Specially designed instruction (SDI) is at the heart of special education. The broad legal definition of SDI allows special educators to customize it for students, but could lead to role ambiguity, particularly in inclusive classes where most students with learning disabilities receive services. To examine interpretations of SDI, we conducted a systematic literature review. We identified 73 relevant documents and conducted a content analysis to determine how authors defined what SDI is, who provides it, where it is provided, and why it is offered. We found that conceptualizations of SDI varied widely across documents, and even contradicted each other at times. We present our findings and discuss implications of them for implementation of SDI in practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01