Skip to main content

Disability Services Coordinator Orientation Guide

Print

Appendix E: Types of Curriculum Modifications and Embedded Learning Opportunities

For more detailed information, review these materials from the Head Start Center for Inclusion:

Types of Curriculum Modifications

  • Environmental Support
    • Alter the physical, social, and temporal environment so the child can participate, engage, and learn.
  • Adaptation of Materials
    • Modify materials so the child can participate as independently as possible.
  • Simplify the Activity
    • Simplify a complicated task by breaking it into smaller parts or by reducing the number of steps.
  • Child Preferences
    • If the child is not taking advantage of the available opportunities, identify and integrate the child's preferences.
  • Special Equipment
    • Use special or adaptive devices that allow the child to participate or increase the child's level of participation, including homemade equipment or devices, as well as commercially available therapeutic equipment.
    • Consider assistive technology and other accommodations.
  • Adult Support
    • Have an adult intervene in an activity or routine to support the child's participation and learning. This is often referred to as scaffolding.
  • Peer Support
    • Use peers to help the child make progress toward the learning goals.
  • Invisible Support
    • Purposely arrange naturally occurring events within one activity.

Embedded Learning Opportunities

  • Intentional and Systematic Learning Opportunities
  • Priority Skills
    • Focus on behaviors to create, change, or enhance.
  • Everyday Learning Opportunities
    • Intentionally set up learning experiences and interactions in typically occurring activities, routines, and transitions.
  • Activity Matrix
    • Ensure authentic activities and materials support learning and specific skill development.
  • Ongoing, Authentic Assessment
    • Use ongoing assessment to identify children's strengths and areas where they need improvement.
  • Families
    • Share strategies back and forth with families so they can support their child's development at home.
    • Consider culturally and linguistically responsive strategies.

Read more:

,  Children with Disabilities