Practical Strategies to Modify Your Curriculum for Students Working Below Grade Level, Presented by Nicole Eredics

Practical Strategies
to Modify Your
Curriculum
for Students Working
Below Grade Level
MARCH 27, 2018 | NICOLE EREDICS
www.theinclusiveclass.com
Join the Inclusive Education community:
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Nicole Eredics
Nicole Eredics is an educator who advocates for the inclusion of students with disabilities in the
general education classroom. She draws upon her years of experience as a full inclusion teacher to
write, speak, and consult on the topic of inclusive education to various local and national
organizations. Nicole uses her unique insight and knowledge to provide practical strategies for fully
including and instructing students of all abilities in the classroom.
Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class, which
has been a reputable resource on the topic of inclusion for families and schools since 2011. Through
the blog, Nicole disseminates information about inclusion, which includes more than 100 episodes of
The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and
an online introductory course to inclusion. For more information please
visit www.theinclusiveclass.com.

Curriculum modifications have been identified
as critical if students with disabilities are to
achieve access to and make progress in the
general education curriculum.
(Lee, Wehmeyer, Palmer, & Soukup, 2010, p. 214).

16%
of students with Intellectual
Disabilities (Autism, Down
Syndrome, FASD) spend most
of their day in the general
education classroom.
NATIONAL CENTER FOR EDUCATION STATISTICS, 2016

Curriculum Modifications
Why are Curriculum Modifications Critical?
Preparing to Modify Curriculum
How to Modify Curriculum
Quick & Easy Strategies for
Modifying
OverviewOverview of Presentation

ADAPTATIONS
Accommodations Modifications
● Students have limited
understanding of content
● Make the curriculum
achievable
● Students understand
content but need help
accessing it
● Make curriculum
accessible

Substitutions, deletions, additions to the curriculum
Fundamentally change the curriculum
Alter learning outcomes
Grading and credit is different
Recorded in the student’s IEP
Make curriculum achievable

Why Are Curriculum Modifications Critical?

Video gamesMovies Soccer Popcorn

● School prepares students for
the future
● Students make meaningful
contributions to society
● School needs to reflect the
world around us

COMMUNITY
SCHOOL
Layers of Inclusion

● Students of all abilities
have the right to an
education that equivalent
to that of their peers
● Occur across all aspects
of school life
● Requires the involvement
and support of all staff

COMMUNITY
SCHOOL
CURRICULUM
Layers of Inclusion
CLASSROOM

● Teacher attitudes
● Teacher training
● Collaboration with
colleagues
● Peers
● Strong infrastructure
● Resources

COMMUNITY
SCHOOL
CLASSROOM
CURRICULUM
Layers of Inclusion

● Adaptations
○ Universal Design for
Learning
○ Multi-Tiered Systems
of Support
○ Accommodations
CURRICULUM

● Adaptations
○ Universal Design for
Learning
○ Multi-Tiered Systems of
Support
○ Accommodations
○ Modifications
CURRICULUM

UDL/MTSS/
Accommodations:
● Pathways to
learning
● Helps students
get to the
curriculum.

We cannot predict what another person will be able to learn in the future.
~ Judy Endow

Co-Teacher Paraprofessional
Teacher

Focus on strengths of
the student

the student
Be collaborative

the student
Be collaborative
Get creative

the student
Be collaborative
Get creative
Have high
expectations

Teachers can use instructional strategies to shape and modify curriculum while maintaining high
standards for learning. These strategies are derived from research and evidence to promote a
deeper understanding of the content and facilitate the higher order thinking skills that are expected
of students.

Instructional Strategies for Modifying Curriculum

● Teach the student content that is
related to the grade-level curriculum
but is more suited to the student’s
educational needs and based on IEP
goals
● Teach to ability level
● For example, a student on a modified
program in a fifth-grade class might
learn how plants grow by planting an
actual seed and observing its growth
over time, rather than learning about
the plant’s cellular functions
Alter Content

● Means to change the learning
expectations of the lesson
● For example, a teacher can
provide the words for the students
to use for the assignment. The
student must put the words in the
appropriate place
Alter Conceptual Difficulty

Alter Educational Goals
● Means to change the learning
expectations of the lesson
● For example, a teacher can modify a
math sheet on fractions to create a
math sheet on addition by having the
student add the numerator and
denominator of the fraction

● Means to provide the student
with disabilities an alternate and
better-suited form of instruction
● For example, the teacher might
ask the student to create an art
project related to a novel that
the class is reading
Alter Instructional Method

1. Identify key facts in the lesson.
2. Using the facts, create very
direct questions from the text (or
other verbally presented facts)
that will elicit "Yes" or "No"
responses from the student.
3. Have the student respond to
each question by circling the
correct answer.
Is it Yes or No?

1. Ask the student to identify
specific numbers, letters,
or text within the assignment
that are related to the
student’s IEP goals.
2. Have the student circle,
highlight, cross out, or point to
the answer.
Find-It
Made with SnapType

Highlight-ItLabel-It
Made with SnapType
1. Identify the vocabulary in the
activity that will support the
student's IEP goals.
2. Using the class activity,
introduce new vocabulary
related to the lesson. Discuss
the new words’ meaning and
usage.
3. Write the vocabulary words
on index cards, paper, or on the
computer. Have students apply
the words to an appropriate
image of the concept.

Web-It
1. Choose a concept from the
class activity that is familiar to the
student and aligns with the
student’s IEP goals.
2. Ask the student to form a
concept map. This is a graphic
representation of the knowledge
and ideas a student has about a
topic.
Web-It
Pharaoh
reeds
pyramid
scroll
Egypt

Collect-It
1. Have the student select a
topic of interest related to the
curriculum and aligned with his
or her IEP goals.
2. Have the student identify
artifacts that will represent his
or her knowledge of the topic.
3. Ask the student to collect the
artifacts and describe their
relation to the topic.

Match-It
1. Print or type vocabulary
from the lesson.
2. Create a duplicate list.
3. Have students review
the vocabulary on the list.
4. Have students match
corresponding words.

Want more strategies? Have a look at my new book,
Inclusion in Action: Practical Strategies to Modify Your
Curriculum!
In it, you will find:
● a big-picture guide to creating an inclusive culture in your
classroom and school,
● 40 specific, teacher-tested strategies to modify your
curriculum for students who work below grade level.
● Graphic organizers and templates to use with strategies
Order today at:
http://products.brookespublishing.com/Inclusion-in-Action-
P1050.aspx
For more information about inclusive education, you can contact
Nicole at theinclusiveclass@gmail.com.
THANK YOU FOR ATTENDING!

Q&A Session
*Not to be combined with any other discounts or offers. Consumer orders only,
please. Excludes BOL training, pre-discounted bundles, and online products such
as ASQ Online and AEPSinteractive™.
Questions?
brookeswebmeeting@brookespublishing.com
Save 20%
at brookespublishing.com*
Use code: EDWEBNE
Expires 4/27/18

Thank you to our presenter!
Learn more about Brookes Publishing at www.brookespublishing.com
Nicole Eredics
Author of Inclusion in Action: Practical Strategies to
Modify Your Curriculum
Email: theinclusiveclass@gmail.com
Website: www.theinclusiveclass.com
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Practical Strategies to Modify Your Curriculum for Students Working Below Grade Level, Presented by Nicole Eredics

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