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Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children's Success

Rashida Banerjee
University of Northern Colorado—Greeley

Contact author: Eva Horn, University of Kansas, 1122 West Campus Drive, Lawrence, KS 66045. E-mail: evahorn{at}KU.edu.

Purpose: The primary purpose of this article is to provide a closer look at the individualization process whereby early childhood professionals ensure that the individualized learning priorities for each child are appropriately addressed.

Method: Early childhood professionals, including speech-language pathologists (SLPs), are working to meet the federal mandate of access to and progress in the general curriculum for children with disabilities. A promising approach to achieving this mandate is a multitiered model of support that has as its foundation a high-quality, universally designed curriculum. Following a brief description of the components of this model, the discussion shifts to a focus on the individualization components. Children's individualized needs for supports are provided through instructional individualization, including curriculum modifications and embedded learning opportunities.

Implications: Implementation of a multitiered model of support has direct implications for the SLP working in preschool settings. The decision for when and what form the supports should take is determined through assessment and by linking desired child outcomes to curriculum content and the individualized child supports. In order to be an effective team member in this process, the SLP must understand the concepts and specific strategies that form the foundation for each tier.

KEY WORDS: individualization, access to general curriculum, universal design for learning, embedded learning opportunities

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				J. N. Kaderavek Perspectives From the Field of Early Childhood Special Education Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 403 - 405. [Abstract] [Full Text] [PDF]