Module 4

Modifications of Curriculum

Familiarity with a structure for determining and selecting desired outcomes and related
curriculum for students leads to the next phase of making curricular decisions. Desired outcomes
for students with disabilities can be addressed through content in one or more of four major
curricular options:
a. general education curriculum without modifications,
b. general education curriculum with modifications,
c. life skills curriculum,
d. curriculum in modified means of communication and performance.

GENERAL EDUCATION CURRICULUM WITHOUT MODIFICATIONS

A curriculum presented to students with and without identified special education needs and
is the primary curriculum offered in school. This curriculum includes core curriculum traditionally
structured by discipline, electives and basic academic skills.

GENERAL EDUCATION CURRICULUM WITH MODIFICATIONS

Incudes some areas specified for the general education curriculum but attention is given to
adapting or modifying the curriculum in ways that allow certain students with disabilities and
special education needs to gain knowledge, skills, and understanding from it. Adaptations and/or
modifications may affect (a) the complexity of the task (e.g., having students work with text
written at their reading levels rather than at grade level), (b) the types of demands the task
requires (e.g., allowing a student to give a report orally rather than in writing; adapting of physical
tasks when in physical education), and (c) the strategies used to support student participation in
mastery of the task (e.g., the teaching of learning strategies and study skills). Many of these
modifications are also helpful for students without disabilities; but they are necessary to make it
possible for certain students with unique needs resulting from their disabilities to benefit from
the general education curriculum.

LIFE SKILLS CURRICULUM

Focuses on the skills that are commonly learned by general education peers through
observation and participation in school, home, and community activities and experiences but
that require specific and systematic instruction for mastery by some students with disabilities.
The life skills include functional academic skills (e.g., reading recipes, balancing personal
checkbook), daily and community living skills (e.g., personal grooming, budgeting), and transition
skills (e.g., transitioning from middle school to high school).

CURRICULUM IN MODIFIED MEANS OF COMMUNICATION AND PERFORMANCE

Stems from the need for intensive and/or specialized student preparation for communicating
and performing that make it possible for students to participate in the other curricular options.
It includes skills such as the use of assistive technology and modified means for performing tasks
(e.g., using gestures instead of words when making a request).
The curriculum selected for an individual student with disabilities may reflect one or more of
them. For example, a student with a learning disability may participate in (a) general education
mathematics curriculum without adaptation or modification; (b) general education curriculum in
language arts modified because of difficulties in reading and writing; (c) daily and community
living skills curriculum in the area of transition, and (d) modified means of communication and
performance in language and speech development. Together, these curricular options reflect the
types of curricular experiences considered priorities for the student.