A practical three-step process and 40 classroom-ready strategies for keeping students connected to grade-level topics while working toward individualized learning goals.
Modifying curriculum for students who do not yet have an understanding of grade-level content has long been seen as the sole responsibility of the special education teacher. If the goal of inclusion is meaningful participation in the general education environment and curriculum, however, planning modifications needs to be a shared responsibility across the teaching team.
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 Learner’s Current Instructional Target
Review the learner’s documented plan and current performance to understand what they can do independently, what they can do with support, and what they are working toward. This information is the foundation of an effective modification. A modification that is too easy does not challenge the learner; a modification that is too difficult 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 learner’s instructional target. Use the same materials whenever possible. Modify the task, not the topic. Ensure that the modified assignment gives the learner an opportunity to practice an individualized goal within the context of the class lesson.
40 Classroom-Ready Ways to Modify Curriculum
These options are starting points, not a checklist to apply all at once. Choose the few that directly remove the identified barrier while protecting the learner’s thinking, dignity, and connection to the class lesson.
Clarify the Essential Learning
1. Identify one essential concept. 2. Choose one learner-ready goal. 3. Preteach two or three necessary words. 4. Highlight the information the learner needs first. 5. Replace a broad prompt with one visible question.
Reduce Language and Cognitive Load
6. Shorten directions. 7. Give one direction at a time. 8. Pair key words with pictures or symbols. 9. Use a word bank. 10. Offer two or three meaningful answer choices.
Change the Representation, Not the Topic
11. Use a concrete object or manipulatives. 12. Add a visual model. 13. Offer picture cards or a matching activity. 14. Use a simplified passage alongside the class text. 15. Provide a worked first example.
Change How the Learner Responds
16. Allow pointing, selecting, sorting, or matching. 17. Use a sentence frame. 18. Allow an oral, recorded, typed, or communication-device response. 19. Ask for a labeled drawing or model. 20. Let the learner demonstrate one part of a multi-part task.
Teach and Practice in Manageable Steps
21. Model the first step. 22. Complete one item together. 23. Give guided practice before independent practice. 24. Use a visual checklist. 25. Reveal one line or section at a time.
Adjust the Amount and Pace
26. Reduce the number of items while preserving the concept. 27. Prioritize a few representative problems. 28. Build in a short pause or movement break. 29. Provide additional processing time. 30. Check for understanding after one small section.
Keep Participation Visible
31. Use the same text, image, experiment, or discussion prompt as peers. 32. Give the learner a planned role in partner or group work. 33. Prepare one contribution with a sentence starter or communication support. 34. Keep the modified task on the same page when possible. 35. Invite the learner to share a finished product in a preferred response mode.
Plan for Support to Release
36. Start with the least intrusive prompt. 37. Pause before giving another cue. 38. Track which support helped. 39. Reduce a support when the learner is ready. 40. Save the successful version for the team’s shared planning bank.
Plan Together, Then Adjust
If we want to see full, authentic inclusion in our schools, making modifications needs to be a shared responsibility. General educators, special educators, support staff, and families each hold useful knowledge. Start with one upcoming lesson, agree on the essential concept and learner-ready goal, then use one or two strategies from the list above. Notice what helps the learner participate and refine the next plan from there.