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In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

The purpose of this paper is to highlight suicide risk factors experienced by graduate students and postdoctoral scholars, and then outline suicide prevention strategies for these populations.

Through analysis of literature and application of theory, the authors use the diathesis-stress model and Joiner’s (2005) interpersonal theory of suicidality to outline suicide prevention strategies specific to graduate students and postdoctoral scholars.

The authors’ review of the literature and application of theory suggest that both individuals and groups can engage in suicide prevention strategies, specifically pertaining to reducing stressors unique to graduate students and postdoctoral scholars, as well as addressing feelings of thwarted belongingness and perceived burdensomeness that can lead to the development of suicidality within these populations.

Engaging in suicide prevention strategies can save lives and address the mental health conditions exhibited among graduate student and postdoctoral scholars.

The authors offer a synthesis of good practices addressing suicide risk factors and prevention with attention to the stress-diathesis model and Joiner’s (2005) interpersonal theory of suicidality toward reducing suicidality among graduate students and postdoctoral scholars.