Introduction Special Education students tend to fall behind academically, behaviorally, and functionally. It is crucial for these students to receive intensive instruction to be successful with their education. Special education students tend to vary on what they need and where they fall academically, but implementing Direct Instruction (DI) programs can benefit those students with its unique, effective, intense instruction. Direct Instruction (DI) is an instructional approach that demonstrates results for all students but has specifically shown positive outcomes for at risk and exceptional education students (Tarver, 1999). DI is a teacher modeled program by Siegfried Engelmann and can usually be identified by the instructional delivery
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To ensure communication is understood during instruction, the wording and timing must be precise. Not only do wording and timing need to be accurate, but also the sequence of information. This plays a major role in education for all teachers due to each teacher having to move on from where another teacher left off. It is important to know that a student knows the previous information before moving on to more advanced ideas. DI requires the information to be taught and reviewed several times to guarantee a students understanding (Marchand-Martella, Slocum, & Martella, 2004). The next component is the organization of instruction, which is very important in regards to successful teaching and learning. Organizing instruction and materials include grouping the information being taught by the current skill level. This allows the teacher to be flexible with timing. Students can accomplish more in a longer time period with a higher success rate and vice versa if more or less time is needed before moving on to the next skill (Marchand-Martella, Slocum, & Martella, …show more content…
Some of the main differences include: small group work rather than alone, correction procedures, reviewing previous materials, and also mastering the criteria. Although DI can be used for all students and subjects, there have been many findings of success in reading, language arts, spelling, and math. The American Institutes of Research found that DI was one of three programs utilized in twenty-four studies. Not only was it used the most, it revealed a positive outcome of student success. This also leads to another finding in which special education students received their services with a variety of programs and DI was the one out of seven with the highest success rate (Gersten,
To ensure communication is understood during instruction, the wording and timing must be precise. Not only do wording and timing need to be accurate, but also the sequence of information. This plays a major role in education for all teachers due to each teacher having to move on from where another teacher left off. It is important to know that a student knows the previous information before moving on to more advanced ideas. DI requires the information to be taught and reviewed several times to guarantee a students understanding (Marchand-Martella, Slocum, & Martella, 2004). The next component is the organization of instruction, which is very important in regards to successful teaching and learning. Organizing instruction and materials include grouping the information being taught by the current skill level. This allows the teacher to be flexible with timing. Students can accomplish more in a longer time period with a higher success rate and vice versa if more or less time is needed before moving on to the next skill (Marchand-Martella, Slocum, & Martella, …show more content…
Some of the main differences include: small group work rather than alone, correction procedures, reviewing previous materials, and also mastering the criteria. Although DI can be used for all students and subjects, there have been many findings of success in reading, language arts, spelling, and math. The American Institutes of Research found that DI was one of three programs utilized in twenty-four studies. Not only was it used the most, it revealed a positive outcome of student success. This also leads to another finding in which special education students received their services with a variety of programs and DI was the one out of seven with the highest success rate (Gersten,