Making Curriculum Modifications That Truly Include Every Learner
In an inclusive classroom, every student deserves access to meaningful learning experiences — even when their path to understanding looks a little different. One of the most effective ways to make that happen is through curriculum modifications.
A modified lesson isn’t about lowering expectations or watering down the content. Instead, it’s about adjusting the objective and/or learning materials so that students with unique learning needs can successfully participate and show what they know.
The core concept or classroom activity remains the same, giving all students the opportunity to explore the same idea, work alongside peers, and contribute meaningfully — just in ways that reflect their individual strengths.
For instance, while one student might write a paragraph about the life cycle of a butterfly, another could label diagrams or record a short video explanation. Both students engage with the same science concept, but the learning path and product are customized to meet their needs.
These intentional shifts make inclusion not only possible, but powerful.
Examples of Modified Assignments:
Want More Examples and Strategies?
If you’re looking for practical, ready-to-use ideas, explore my book:
Inclusion in Action: Practical Strategies to Modify Curriculum
You’ll find dozens of classroom examples, templates, and tools that help teachers design lessons where every learner belongs, participates, and succeeds!
Thanks for this post. I will be sharing with my daughter's teachers.
ReplyDeleteYes yes yes! More more please... are there other links you suggest for MORE examples! Other websites or blogs??? this is a large need for school teams. THANKS
ReplyDeleteHow
ReplyDeleteDo you know when your modification/adaptation is too much vs just right for a student?
You can use the IEP goals to help you decide how to modify the work.
Deletehttp://teachingtoinspire.com/2013/01/differentiating-math-assessments-made.html
ReplyDeleteVery nice article. (Middle School Math/Science) I've cut sheets in half, had some students do 5 problems in a section first then go back and do more if they can, 2 day testing as opposed to one day tests, cut homework in half, created guided notes, handouts, allowed word bank usage, open book quizzes, use of notes/guides during classwork, station time etc, had them work in pairs, use as many visuals as possible, color coded formulas and the numbers we inserted into formulas, created tiered lessons.... easier level problems leading up to harder problems, calculator usage..... the list can go on. Thank you so much for the article.
ReplyDeleteHow will these suggestions work for fourth grade students and do you use these modifications for whole class? such as the guided notes or handouts
DeleteThank you for such a thoughtful question! Yes, these suggestions absolutely work for fourth-grade students. In fact, upper elementary is a perfect time to begin introducing modifications that help students access grade-level concepts while building independence. The key is to think about what part of the lesson truly needs to be modified versus what can be supported through accommodations (like guided notes or handouts).
DeleteFor example, guided notes are a great tool for all students, not just those with IEPs. They help learners focus on key concepts, improve organization, and reduce the cognitive load of writing everything down. When I use guided notes or structured handouts, I often start with the whole class, then differentiate as needed giving some students more scaffolding (e.g., word banks or visuals) while others fill in more independently.
When you modify, you’re adjusting the goal or expectation not the opportunity to participate. So if the class is writing multi-paragraph essays, a student working on a modified goal might create a detailed paragraph or record their ideas verbally. The activity is shared, but the outcomes are tailored.
The bottom line: guided notes and handouts can be powerful universal supports, while true modifications are reserved for students who need them to make progress toward their learning goals. Both strategies can,and should, coexist in a thriving inclusive classroom.
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