Social Studies Education for Students with Disabilities (continued)

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Meeting the personal needs of students with special needs requires thoughtful consideration of many factors. The identification of conditions needing accommodation may require modification of the learning experience to most fully benefit the student. Student abilities and characteristics, combined with the specifications of the Individualized Education Plan (IEP), determine the degree of modification of instructional strategies, curriculum, and evaluation procedures necessary to best serve the student.

General Instructional Strategies for Inclusive Classrooms

Many teachers have successfully adapted social studies curriculum materials to meet individual needs (Klumb, 1992). Adapting social studies materials for students with disabilities is accomplished through six general steps:

1. Identifying the learning needs and characteristics of the students
2. Identifying the goals for instruction
3. Comparing the learning needs and goals to the teaching materials to determine whether the content, instructional techniques, or setting require modification
4. Determining specific modifications of the teaching materials
5. Modifying the materials
6. Conducting ongoing evaluation as the materials are used

As you plan a specific lesson or unit, you need to ask and answer four specific questions:

• What does the task/assignment/activity require?
• What physical, sensory, and cognitive skills are needed?
• What components of the task require accommodation?
• What accommodation options exist?