How are States Guiding Educators’ Implementation of Specially Designed Instruction: A Policy Documentation Review

Specially Designed Instruction (SDI) is a legal and educational mandate that ensures students with disabilities receive individualized, evidence-based interventions to enhance their academic and behavioral outcomes. However, SDI is inconsistently implemented due to varying state policies, limited educator guidance, and disparities in defining research or evidence-based practices (EBPs). This study examined how state laws define and regulate SDI as well as incorporate EBPs to ensure instructional fidelity. We systematically analyzed state laws and policies to identify similarities, gaps, and inconsistencies within definitions of SDI, EBPs, and recommended instructional strategies. Findings indicate the need for a standardized definition of SDI, more precise policy guidance as to the planning and delivery of EBPs, and enhanced educator training to improve student outcomes.