A unit based approach to adaptations in inclusive classrooms.

Abstract

Ms. Lawson is an inclusive special education teacher at Ortega Middle School. She has noticed that to make inclusion “work” for her students, she needs to make the curriculum accessible for her students through collaboration and adaptations. This year, Ms. Lawson will be collaborating with Mr. Jackson, an 8th grade English teacher, to facilitate the inclusion of Amanda, who enjoys movies and talking with her girl friends. Amanda also has an intellectual disability and is learning content that is at a different level than her peers. John is also in 8th grade and will be enrolled in Mr. Jackson’s class. John enjoys video games and movies. John has autism and is also working at a different grade level than his peers. Amanda and John have been included in general education classes since preschool, but with each passing year the need for differentiated instruction and curriculum has increased. Ms. Lawson has been working to design curriculum that meets the needs of each student individually, including Amanda and John, but is wondering if this piece-meal, one-student-at-a-time approach is effective or efficient for her, her students, or her general education colleagues.