Narrowing the Instruction and Math Performance Gap: A Case Study of Implementation of Specially Designed Instruction for Middle School Students with Learning Disabilities

A significant math performance gap persists between general education and special education middle school students despite increased access to curriculum and educational expectations through IDEA (2004). Specially Designed Instruction (SDI) is the essential component of special education services and it is intended to address students’ unique academic challenges that contribute to the math performance gap. The components of this SDI include advance planning, alignment to the student’s needs and learning goals, and instructional delivery. This case study addressed the question: To what extent do special education middle school math teachers implement SDI to meet the needs of students with specific learning disability (SLD)? The study collected data over a six-week period from five middle school math teachers who provided instruction to students who received special education services due to SLD. The study addresses a gap in the literature as previous research into math instruction for students with SLD focused on types of instruction in the elementary grades while this study describes middle school math instruction through the lens of the three components of SDI. This study’s findings are relevant in the context of modern criticisms of programs such as DEI that target marginalized populations and in light of discussions of the role of the federal government in education. Addressing the needs of students with SLD is a social justice issue worthy of research attention. Understanding SDI implementation within this case revealed implications for teacher practice and teacher preparation by identifying obstacles to effective implementation of SDI that in turn inhibit educators’ ability to address the math performance gap.