Roark, L. Melissa and Yurkofsky, Maxwell STRENGTHENING SPECIALLY DESIGNED INSTRUCTION: AN IMPROVEMENT SCIENCE STUDY TO ENHANCE SDI IMPLEMENTATION IN INCLUSIVE ENGLISH CLASSROOMS. 2025. Radford University, Ed.D. Dissertation. Radford University Scholars' Repository.
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Abstract
Specially designed instruction (SDI) is required under the Individuals with Disabilities Education Act to ensure instruction meets the unique learning needs of students with disabilities. However, persistent achievement gaps within the studied division suggested that SDI was not being implemented consistently in inclusive classrooms. Educators identified limited SDI knowledge, lack of protected collaboration time, and inconsistent administrative support as primary barriers impacting implementation. These concerns reflected compliance expectations as well as equity for students with disabilities. Using improvement science, I examined the system conditions contributing to inconsistent SDI implementation. An improvement team helped identify and refine four change ideas tested through Plan–Do–Study–Act cycles: a Summer Institute for teachers, monthly PLCs, a shared SDI resource library, and professional learning for administrators. Data collected across five cycles including surveys, reflections, PLC artifacts, resource engagement, and classroom observations showed increased knowledge, confidence, and collaboration among teachers. Early evidence of SDI implementation appeared in classroom practice, although variation remained. Overall, this work strengthened shared understanding of SDI and demonstrated that ongoing professional learning, structured collaboration, and consistent leadership expectations are essential to sustaining improvement.
| Item Type: | Ed.D. Dissertation |
|---|---|
| Additional Information: | This dissertation should remain embargoed. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Radford University > College of Education and Human Development |
| Date Deposited: | 20 Apr 2026 01:53 |
| Last Modified: | 05 May 2026 15:10 |
| URI: | http://wagner.radford.edu/id/eprint/1327 |
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