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.

中文翻译：

---

定义专门设计的教学：系统文献综述

特殊设计教学 (SDI) 是特殊教育的核心。SDI 的广泛法律定义允许特殊教育工作者为学生定制它，但可能导致角色模糊，特别是在大多数有学习障碍的学生接受服务的包容性课程中。为了检查对 SDI 的解释，我们进行了系统的文献回顾。我们确定了 73 份相关文件并进行了内容分析，以确定作者如何定义 SDI 是什么、谁提供它、在哪里提供它以及为什么提供它。我们发现 SDI 的概念在不同的文档中差异很大，有时甚至相互矛盾。我们展示了我们的发现并讨论了它们对在实践中实施 SDI 的影响。