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ABSTRACT
The need to differentiate or adapt curriculum and instruction to meet special needs continues to challenge educators of students with high-incidence disabilities. The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom.
IN JANUARY OF 2002, THE ACT COMMONLY KNOWN AS "No Child Left Behind" (NCLB; Elementary and secondary Education Act, 2001) became law. Its overall purpose is to ensure that all children meet state educational standards. As a result, standards-based education and associated assessment are of particular significance to educators of students with special needs. Specifically, curricula must reflect state standards, and all students must be taught the information and skills associated with those standards. Because of these changes mandating use of curricula to meet standards-based initiatives, the task of adapting instruction (i.e., differentiation) for students with special needs has become increasingly more important. Currently, most states have adopted some form of standards-based education, and both the 1999 amendments to the Individuals with Disabilities Education Act and NCLB require that all students be provided the opportunity to learn in the state-mandated curricula.
The importance of differentiating education for students with learning and behavior problems has been recognized for many years. Since the early 1980s, inclusion efforts have challenged all educators to modify curriculum and instruction to meet diverse learning and behavior needs in the classroom. Although specific terminology may vary (e.g., adaptation, differentiation, modification), the underlying constant for students with learning and behavior problems is that curricula, including standards-based curricula, must meet diverse educational needs. This includes differentiation or adaptation on un ongoing basis in the classroom. Gartin, Murdick, Imbcau, and Ferner (2002) described differentiated instruction as "using strategies that address student strengths, interests, skills, and readiness in flexible learning environments" (p. 8). In addition, Tomlinson (2000) emphasized that teachers must possess a solid understanding of a curriculum and its components to successfully differentiate instruction to meet diverse needs.
This perspective addresses several interrelated aspects associated with standards-based curricula and adaptations necessary to meet the diverse needs of students, including an overview of standards-based curricula, aligning a curriculum with standards, adapting or differentiating a standards-based curriculum, and achieving competence in abilities to differentiate curricula and instruction. Specific components...