How to Include Students with Disabilities by Modifying Curriculum in 3 Easy Steps!

How general and special educators can share responsibility for modifying curriculum.

# Modifying Curriculum: 3 Easy Steps

Modifying curriculum for students who do not yet have an understanding of grade level content has long been the sole responsibility of the special education teacher. However, since the goal of inclusion is to include the student in as much of the general education environment and curriculum as possible, making modifications needs to be the responsibility of every teacher.

Step 1: Start With the Grade-Level Curriculum

Begin by identifying the essential learning goals of the unit or lesson. What are the most important concepts that all students should engage with? What are the big ideas that connect this lesson to the broader curriculum? Starting with the grade-level curriculum ensures that modifications maintain a connection to what the rest of the class is learning, which is essential for genuine inclusion.

Step 2: Identify the Student's Learning Level

Review the student's IEP to understand their current level of performance and their learning goals. What can the student do independently? What can they do with support? What are they working toward? This information is the foundation of an effective modification. A modification that is too easy does not challenge the student; a modification that is too hard does not support them.

Step 3: Design the Modified Assignment

Create a version of the assignment that connects to the same topic as the rest of the class but is matched to the student's learning level and IEP goals. Use the same materials whenever possible. Modify the task, not the topic. Ensure that the modified assignment gives the student an opportunity to practice their IEP goals within the context of the class lesson.

If we want to see full, authentic inclusion exist in our school system, then making modifications needs to be the responsibility of every teacher. The three steps above provide a starting point. With practice, the process becomes faster and more intuitive, and the results for students are transformative.