A Curricular Adaptation and Decision-Making Process from " A Process for Adapting Curriculum in Inclusive Classrooms" by Alice Udvari-Solner, in Creating an Inclusive School, edited by Villa and Thousand, 1995.

Udvari-Solner offers the following ways to identify whether an adaptation is effective:

• It helps the individual compensate for intellectual, physical, sensory, or behavioral changes.
• It allows the student to use current skills while promoting ways to learn new ones.
• It prevents a mismatch between the student's skills and the general education lesson content.
• It reduces the level of abstract information to make content relevant to the student's current and future life.
• It creates a match between the student's learning style and the teacher's teaching style.

Udvari-Solner also provides the following Curriculum Adaptation and Decision-Making Process.

A Curricular Adaptation and Decision-Making Process

Identify the student's individual educational goals & objectives to be emphasized during general education activities.

Articulate the expectations for the student's performance in general education activities.

Determine What to Teach As a team, determine the content of the general education activity, theme, or unit of study.

Determine How to Teach As a team, determine if, without modification, the student can actively participate and achieve the same essential outcomes as nondisabled classmates. If the student cannot achieve the same outcomes...

Select or Design Appropriate Adaptations

Select instructional arrangement Select lesson format Employ student-specific teaching strategies Select curricular goals specific to lesson arrangements

Engineer the physical & social classroom environment Design modified materials Select natural supports & supervision

If the above adaptation strategies are not effective, design an alternative activity.

Evaluate effectiveness of adaptations.