modifying curriculum for special education students

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3 of Your Biggest Questions About Modified and Alternate Curriculum Answered

Many districts push families toward an “alternate curriculum” when students are as young as second grade (or younger!). But what is it, exactly, and when do curriculum modifications in an IEP amount to an alternate curriculum? Does curriculum modification or an alternate assessment put your child on a certificate rather than a diploma track ? How do alternate assessments or modified curriculums fit into the new pathways to a diploma that are opening up for students with disabilities?

According to the TIES Center , there should be no such thing as an alternate curriculum. As they put it in this brief , “alternate curriculum” should not mean that the student has alternate content standards: “U.S. Department of Education regulations explaining how IDEA should be implemented state that the general education curriculum is ‘the same curriculum as for nondisabled children’ (300.320(a)(1)(i)).” In other words , “all instruction [should start] from the same content standards, regardless of the student’s disabilities. However, the expectations for how much a student will master of the grade-level general education curriculum can be modified.”

We talked to Dr. Caitlin Solone (education advocate, teacher-educator, and Academic Administrator for the Disability Studies program at UCLA) during our Facebook Live event on February 10, 2022, about the questions parents should ask when it comes to alternate and modified curriculum. Here are the top takeaways from our discussion!

What does alternate or modified curriculum look like?

How can parents approach iep goals with alternate or modified curriculum, how can we make inclusion work for kids who need a modified curriculum.

Dr. Solone gave plenty of other great advice during our live event to help parents understand alternate or modified curriculum and how to address it in their IEPs and in the classroom. If you missed the event or want to review what we learned, you can watch the full recording here !

Alternate routes to getting a high school diploma are also on the horizon in California for students with disabilities. The new work group, "Alternate Pathways to a High School Diploma," is advocating for school districts across the state to only require minimum requirements for graduation.

To learn more about new pathways to a diploma for students with disabilities, check out our article !

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An editor and cartoonist who loves using words and images to simplify and share ideas. She has ten years of experience as a copy editor and lives near Portland, Oregon. She often spends her free time going on nature walks with her dog or trying new bread recipes.

Reviewed by Meghan O'Dell , Undivided Writer and Editor

Contributors Dr. Caitlin Solone , Education advocate, teacher-educator, and Academic Administrator for the Disability Studies program at UCLA

Support for families raising kids with disabilities.

What Is An Adapted Curriculum, And Who Is It Appropriate For?

The answer is, of course, true.

For example, while Kate thrives when learning numbers and data, John, the polar opposite, flourishes when presented with writing tasks. Strengths and weaknesses are not equal to right or wrong, or better or worse. Instead, this is what makes each person unique!

In special education, students with moderate to severe disabilities may benefit from an adapted curriculum , which tailors instruction to their individual learning needs.

Let’s take a closer look.

What is an Adapted Curriculum?

Every student deserves equitable and inclusive access to the general education curriculum that complies with state standards. How does an adapted curriculum play a role in accomplishing that for students with disabilities? An adapted curriculum does not change the what when it comes to learning, it simply redefines the how.

Adaptations make provisions for special education students to adapt to the learning environment without actually modifying course curriculum standards. With an adapted curriculum, like TeachTown’s enCORE , the delivery of instruction adjusts to best accommodate students with moderate to severe disabilities.

Who Benefits?

An adapted curriculum can be incredibly beneficial for learners with extensive support needs, including autism spectrum disorder and intellectual disabilities and developmental disabilities.

For example, here’s how Mrs. Jones students benefit from an adapted curriculum:

Mrs. Jones teaches a 9th grade self-contained classroom. Before her special education director got approval to purchase an adapted core curriculum with ESSER Funds , Mrs. Jones was piecemealing different resources together for her students. While she was trying her best, she was met with a lack of material and was well aware that her students were suffering because of it.

Now, with access to a new curriculum, her students with moderate to severe disabilities have equitable and inclusive access to the general education curriculum, just like their typically developing peers. This means that when general education students in 9th grade are reading To Kill A Mockingbird, so are Mrs. Jones’ students. The difference? Mrs. Jones’ lesson plans and literary titles are differentiated with 3 levels of support to meet the learning needs of all students. Her lessons break down each objective into bite-sized skills that are accessible to students with significant cognitive disabilities.

Based on student response, a technology-driven adapted curriculum can help indicate the level of support or understanding of content, essentially guiding personalized instruction for students.

How Is An Adapted Curriculum Different From The General Education Curriculum?

The general education curriculum focuses on a one-size-fits-all approach to learning. An adapted curriculum takes into consideration the individual learning needs and abilities of each student. An adapted curriculum can be adjusted to include different instructional strategies, materials, and assessments that cater to the specific strengths and weaknesses of students.

An adapted curriculum can provide a meaningful education for students with disabilities that helps them best prepare for success now and in a post-secondary setting.

What Are The Key Features?

Adapted grade-aligned content, high-quality, differentiated literature, integrated technology, personalized instruction, and automated data collection are key components of an award-winning adapted curriculum .

Adapted grade-aligned content that includes high-quality, differentiated literature ensures that students with disabilities receive instruction that is aligned with their age and developmental level. The integration of technology into an adapted curriculum enhances personalized instruction through the use of adaptive software and tools that can adjust based on specific needs.

Differentiated literature honors the chronological age and developmental needs of every learner. Technology-driven instruction ensures students get “just right” learning every time. They are practicing new skills within their zone of proximal development and gradually moving from exposure to mastery.

When you add in automated data collection, teachers can be provided with real-time feedback on student progress, allowing them to make data-based decisions about instruction and support. The combination of these elements creates a comprehensive, tailored learning experience that helps students with disabilities thrive.

What Are The Next Steps?

Implementing an adapted curriculum in the classroom is an efficient and effective way to ensure that every student’s learning needs can be met.

An adapted curriculum not only brings ease and efficiency to educators but also allows students with disabilities to play an active role in their own education.

If you’re on the hunt for an adapted curriculum, explore TeachTown’s K-12 standards-based, adapted core curriculum, enCORE .

With automatic data collection, access to the general curriculum, and embedded supports, enCORE is designed to meet the needs of every learner.

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Supports, Modifications, and Accommodations for Students

For many students with disabilities—and for many without— the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.   It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology Part 2: Different Types of Supports

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Part 1: A Quick Look at Terminology

You might wonder if the terms supports , modifications , and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

  Sometimes people get confused about what it means to have a modification and what it means to have an accommodation . Usually a modification means a change in what is being taught to or expected from the student . Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability . Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports

Special education.

By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows:

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.

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Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

• what a child is taught, and/or
• how a child works at school.

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

• Jack will have shorter reading and writing assignments.
• Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
• Jack will have test questions read/explained to him, when he asks.
• Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling . For example,

• giving the student extra time to complete assignments or tests
• breaking up testing over several days

Setting . For example,

• working in a small group
• working one-on-one with the teacher

Materials . For example,

• providing audiotaped lectures or books
• giving copies of teacher’s lecture notes
• using large print books, Braille, or books on CD (digital text)

Instruction . For example,

• reducing the difficulty of assignments
• reducing the reading level
• using a student/peer tutor

  Student Response . For example,

• allowing answers to be given orally or dictated
• using a word processor for written work
• using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins:

§300.34  Related services.

(a) General . Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes…

Here’s the list of related services in the law.

• speech-language pathology and audiology services
• interpreting services
• psychological services
• physical and occupational therapy
• recreation, including therapeutic recreation
• early identification and assessment of disabilities in children
• counseling services, including rehabilitation counseling
• orientation and mobility services
• medical services for diagnostic or evaluation purposes
• school health services and school nurse services
• social work services in schools

  This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services.  The IEP team decides which related services a child needs and specificies them in the child’s IEP. Read all about it in our Related Services  page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and service s in IDEA, are:

• adapted equipment—such as a special seat or a cut-out cup for drinking;
• assistive technology—such as a word processor, special software, or a communication system;
• training for staff, student, and/or parents;
• peer tutors;
• a one-on-one aide;
• adapted materials—such as books on tape, large print, or highlighted notes; and
• collaboration/consultation among staff, parents, and/or other professionals.

  The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

• attending a conference or training related to the child’s needs,
• getting help from another staff member or administrative person,
• having an aide in the classroom, or
• getting special equipment or teaching materials.

  The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel .

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments . These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

• an explanation of why that test is not suitable for the child, and
• how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you’ll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

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Practical Strategies to Modify Your Curriculum for Students Working Below Grade Level

Tuesday, march 27, 2018 @ 3:00 pm - 4:00 pm edt.

Presented by Nicole Eredics, Author of Inclusion in Action: Practical Strategies to Modify Your Curriculum Sponsored by Brookes Publishing

Watch the Recording

If you view the recording and would like a CE certificate , join the Teaching All Students: Practical Strategies for Inclusive Classrooms  community and go to the CE Quizzes link in the Community Toolbox.

Educators use a variety of strategies and learning accommodations to teach diverse learners. However, educators can struggle to make grade-level curriculum possible and achievable for students with intellectual disabilities. An educational process, known as modifying curriculum, can open doors to an inclusive, high quality education for students who work below grade level. In this edWebinar, Nicole Eredics, author of Inclusion in Action: Practical Strategies to Modify Your Curriculum , will give you step-by-step instruction on when and how to modify curriculum.

Nicole, a seasoned inclusion teacher, has the information, tools, and strategies you need to take grade-level curriculum and transform it into rigorous content that is intellectually and developmentally appropriate for students who work below grade level. Most importantly, learn:

• The fundamentals of creating and maintaining truly inclusive classrooms
• An overview of ways to support diverse learners through universal design for learning, social and emotional supports, and accommodations
• The role of curriculum modifications in the education process
• How to modify any curriculum for students with intellectual disabilities
• Strategies that will quickly and easily modify curriculum in any classroom with suggestions for interventions and extensions
• Useful educational resources for modifying curriculum

Classroom and special education teachers across all grade levels as well as administrators will benefit from this recorded session. Learn more about modifying curriculum to support all students.

Three attendees will receive a free copy of Nicole’s forthcoming book!

Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class , which has been a reputable resource on the topic of inclusion for families and schools since 2011. Through the blog, Nicole disseminates information about inclusion, which includes more than 100 episodes of The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and an online introductory course to inclusion. For more information please visit www.theinclusiveclass.com .

Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to participate in online discussions with peers, for invitations to upcoming edWebinars, to view past edWebinar recordings, to take a quiz and receive a CE certificate for a past edWebinar, and for access to more resources.

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Adaptations and Modifications for Students with Special Needs

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

Recommended Adaptations and Modifications for Students with Special Needs Resources

TEACHING RESOURCE

Teaching Students with Special Needs

Collaboration Between General and Special Education Teachers

Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

Modifying Instruction: Teaching Students with ADD

Adapting Language Arts, Social Studies, and Science for the Inclusive Classroom

Structuring Lessons for Diverse Learners -- Planning Pyramid

Repeated Reading

Planning Pyramid for Multi-Level Mathematics Instruction

Adapt Lessons to Reach All Students

Simplifying or Supplementing Existing Materials

Adapting Reading and Math Materials in the Inclusive Classroom

Key Instructional Principles to Use with English Language Learners

Strategies for Helping Autistic Students with Writing Avoidance

Teaching Children with ADD/ADHD

The Assignment Routine

LESSON PLANS

Adapting Existing Materials

Guiding Principles for Assessment Accommodations

Planning for Success: Teaching Students with ADD

Assistive Technology for Students with Mild Disabilities

Response: Math Tools

What to Include in an IEP

Structuring Lessons to Promote Learning from Materials

Bilingual Special Education

Promoting Social Development for Students with Autism

Accommodations, modifications, and alternate assessments: How they affect instruction and assessment

by: The GreatSchools Editorial Team | Updated: June 12, 2023

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When school staff talk about accommodations and modifications for your child with learning and/or attention problems, are you confused? What do these terms mean in a classroom? Has an alternate assessment been recommended for your child on a state- or district-wide test? What do you need to know when it comes to standardized tests used to make important decisions about your child?

What are accommodations?

Accommodations provide different ways for kids to take in information or communicate their knowledge back to you. The changes basically don’t alter or lower the standards or expectations for a subject or test. Preferred seating in the front of the class for a child with attention issues is an example of an accomodation. Through the child’s Individualized Education Program (IEP) or 504 Plan, classroom accommodations may be formally developed. In addition, some general education teachers agree informally to make accommodations for kids in their classes.

What are modifications?

Prior to the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), the term “modifications” referred to changes in the delivery, content, or instructional level of district-wide or statewide tests for students receiving special education services. In effect, modifications resulted in lowering the expectations and standards by which these students were assessed. Beginning with IDEA 2004, the term “modification” is no longer used in relation to district-wide and statewide testing, because the federal No Child Left Behind Act (NCLB) mandates that students with specific learning disabilities be tested using the same standards as those used for non-learning disabled kids. Replacing the term “modifications” with “alternative assessment” makes more explicit the different – i.e., less complex – standards of such tests.

Implications for classroom instruction

Accommodations are adjustments to make sure kids have equal access to curriculum and a way to be successful . Accommodations to be used for classroom instruction and testing are generally defined in a student’s IEP, although this is not a required component of a student’s IEP as specified by IDEA. When using accommodations, kids with learning disabilities (LD) or Attention-Deficit/Hyperactivity Disorder (AD/HD) are expected to meet the same standards set for all kids. For example: Kids with LD can learn the same material as others in the class but in a different way. A child with delayed reading skills can participate in class discussions about a novel if she’s listened to the audio tape version of the book.

Accommodations also offer a way for kids with LD to demonstrate what they’ve learned . For example: A child with poor writing and spelling skills may use assistive technology – a tape recorder or word processor – rather then struggle with pencil and paper to do her report about a famous person in history.

Teachers can set conditions to help kids with AD/HD pay attention. For a child who’s easily distracted by background noise, an accommodation that might be offered is seating the student away from the window and heater, or close to the teacher for prompting.

Modifications , on the other hand, mean that the curriculum and/or instruction is changed quite a bit . When modifications are made, kids with disabilities are not expected to master the same academic content as others in the classroom.

A child who can’t learn the twenty-word spelling list every week may learn only ten words. This results in different standards for mastery – half the number of words as kids without a disability learn weekly.

A fifth-grade child with a severe math disability who isn’t ready to learn fractions and decimals may still be working on addition and subtraction. This means that his instructional level has changed significantly – second-, not fifth-grade instruction – from that of other kids in his classroom. So, grades do not necessarily tell parents the full story ; it’s important to find out whether your child is achieving these grades in the standard curriculum for his grade level, or in a modified curriculum.

Implications for state- and district-wide assessments

Federal law requires a student’s IEP to include a statement of accommodations required for participation in state- and district-wide assessments. Sometimes these assessments carry “ high stakes ” for students – they help decide important matters, such as whether your child goes on to the next grade level or graduates from high school with a regular diploma. Attaching student stakes to performance on state and district assessments is a state decision and is not a requirement of IDEA or NCLB. However, states are required by IDEA to issue guidelines/policy on appropriate assessment accommodations ; and test makers usually provide a list of reasonable accommodations that won’t interfere with test validity, so that they can guarantee that the test actually measures what it’s supposed to measure.

Some classroom (instructional) accommodations may not be allowed on state or district assessments, because their use would invalidate the score on the test by compromising the measurement of the target skill. For example:

• If a test of reading comprehension is read aloud to a child, then it doesn’t measure his ability to understand what he reads. Instead, it tests his understanding of what he hears.
• A spellchecker may be allowed to help a child who’s writing an essay. But it couldn’t be allowed on a spelling test because it would show his ability to use technology rather than how well he spells.

In general, any accommodations listed on the IEP must be delivered consistently – that is, at all times, and under all types of circumstances. However, a student’s IEP should differentiate between accommodations for instruction and accommodations for assessment–and parents should understand the different consequences of each for their child.

If a child’s Individualized Education Program (IEP) team determines that the child can’t participate in the regular state or district assessment (even with appropriate accommodations) and, therefore, will participate by taking an alternate assessment , the IEP team must develop a written statement of why the child cannot participate in the regular assessment, and why the team has determined that a particular alternate assessment is appropriate for the child. If your child is receiving special education services you should be aware of the important consequences of the child taking an assessment other than the regular assessment that all students take.

Updated January 2010

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Curriculum for Special Education

Howdy, folks! Have you ever pondered the process of creating a lesson plan for pupils in special education? The same lesson plans utilized in traditional classrooms cannot simply be replicated and hoped to produce the desired results. Each student in a special education classroom has their requirements and difficulties. Thus teachers in this field must tailor their lessons accordingly.

This blog post will take a closer look at what a curriculum for special education entails. Differentiating instruction, making appropriate adjustments, and incorporating student needs into planning are just some of the topics we’ll cover as we examine what goes into designing engaging and effective lessons and activities. We will also look at how IEPs help mold curricula and give children the help they need to achieve.

Whether you’re a professional educator, a parent, or simply someone with an interest in the field of education, you’ll find something interesting and informative in this discussion of special education and the challenges and rewards of designing a curriculum that is inclusive of the diverse needs of today’s students. Have yourself a cup of coffee, settle in, and we’ll get started.

Special Education Curriculum: A Brief Overview

Special education is designed to satisfy the particular educational requirements of pupils with disabilities or other special learning needs. The curriculum for special education is meant to give these students specialized training adapted to their strengths and shortcomings, allowing them to learn and develop at their own pace. Below is a comprehensive description of the curriculum for special education:

• Individualized Education Plan (IEP): The IEP is a legal document that defines each student’s needs, present academic and developmental levels, and educational goals and objectives. A team of educators, parents or guardians, and other experts who deal with the student, such as speech therapists, occupational therapists, or psychologists, develops the IEP. The IEP is reviewed and revised annually to reflect the student’s development and to change goals as necessary.
• Curriculum Adaptation: The curriculum for special education is modified to match the individual needs of each student. Curriculum adaptation entails adapting or adjusting the content, delivery, and pace of education to accommodate the student’s learning style and ability. Adaptations to the curriculum may involve using alternative teaching methods, providing additional support or resources, or subdividing tasks into smaller, more manageable chunks.
• Modified Instruction: In special education classes, instruction is frequently changed to accommodate the needs of students. Instructors may employ various teaching tactics and tools, such as visual aids and hands-on exercises, to assist students in comprehending topics and establishing connections. They may also utilize differentiated instruction to present students with varying levels of difficulty based on their abilities.
• Assistive Technology: Assistive technology refers to devices, tools, and software that assist students with impairments in accessing the curriculum and participating in class. Some examples of assistive technology include text-to-speech software, audiobooks, adaptable keyboards, and visual assistance. Instructors may employ assistive technology to aid pupils in reading, writing, communicating, and gaining access to information.
• Functional Skills: Besides academic capabilities, the curriculum for special education also emphasizes the development of practical skills, such as communication, social skills, and daily living skills. These skills are essential for the independence and future success of the kids. Depending on the requirements and goals of the student, teachers may add social skills training, life skills instruction, or vocational training into the curriculum.
• Positive Reinforcement: Positive reinforcement is a teaching technique that rewards and praises pupils for positive behaviors and accomplishments. Special education classes frequently use positive reinforcement to motivate and encourage children, enhance their self-esteem, and reinforce good practices. Positive reinforcement may include vocal acclaim, stickers, tokens, or other modest prizes.
• Inclusion: Inclusion includes students with disabilities as much as possible in general education settings. Inclusion facilitates sociability, peer connection, and access to the broad education curriculum. Special education teachers may collaborate with available education instructors to provide assistance and accommodations for children with disabilities in general education classrooms.

In conclusion, the curriculum for special education is tailored to fulfill the specific requirements of kids with impairments or particular learning needs. Individualized, adapted, and adjusted to give pupils the necessary assistance, instruction, and resources for learning and development. Special education aims to help individuals with disabilities become as academically and personally autonomous and successful as possible. Download the curriculum for special education students pdf.

What Is the Best Curriculum for Special Education?

No single “best” curriculum for special education applies to all students with diverse needs. Each student has unique abilities, interests, and learning styles requiring individualized educational programs (IEPs) tailored to their needs.

Generally, a high-quality special education curriculum should be evidence-based, research-driven, and comprehensive, addressing academic, social, and emotional development. Here are some key components of a well-designed curriculum for special education:

• Differentiated instruction: Special education teachers should use various teaching strategies, materials, and assessments to meet each student’s needs, strengths, and weaknesses. They should be able to adjust the pace, level, and content of instruction based on individual students’ learning profiles and progress.
• Multisensory learning: Many students with disabilities benefit from hands-on, experiential, and interactive learning experiences that engage multiple senses. Special education teachers should incorporate visual aids, manipulatives, technology, music, movement, and other sensory tools to enhance learning.
• Positive behavior supports: Many students with disabilities have challenging behaviors that require specific interventions and support. A positive behavior support plan (PBSP) should be included in the student’s IEP. It should provide clear guidelines for promoting positive behaviors, preventing negative behaviors, and addressing behavior challenges when they occur.
• Individualized goals and objectives: Each student’s IEP should include measurable, achievable, relevant goals and objectives that reflect their strengths, needs, and interests. The goals should be aligned with state and national academic standards and regularly reviewed and updated.
• Family involvement: Special education programs should involve parents and caregivers in all aspects of their child’s education, including the development of the IEP, monitoring progress, and providing feedback. Family involvement can enhance the student’s motivation, engagement, and overall success.
• Collaboration and coordination: Special education teachers should collaborate with other professionals, such as general education teachers, school psychologists, speech therapists, occupational therapists, and behavior specialists, to provide a coordinated and integrated approach to meeting the student’s needs. They should also work with community agencies, such as medical providers, social workers, and vocational counselors, to support the student’s transition to postsecondary education, employment, and independent living.
• Culturally responsive teaching: Special education teachers should be aware of and respect their students and their families’ cultural and linguistic diversity. They should use culturally responsive teaching strategies based on their students’ background knowledge, experiences, and interests.

Overall, the best curriculum for special education focuses on each student’s needs, promotes their strengths, and provides them with the skills, knowledge, and support they need to reach their full potential. It should also be flexible and responsive to changes in the student’s needs and progress and should be informed by ongoing assessment and evaluation. You should know the research-based special education curriculum and special education curriculum programs.

What Are the Types of Special Education Curriculum?

Curriculum for special education refers to the instructional materials and strategies used to support the unique needs of students with disabilities. The types of special education curricula can vary depending on the specific needs of the student and the type of disability they have. Here are some of the most common types of special education curricula:

• Individualized Education Programs (IEPs): IEPs are tailored to meet the unique needs of each student with a disability. The curriculum addresses the specific learning goals and objectives identified in the student’s IEP.
• Functional Curriculum: This curriculum focuses on teaching students with disabilities the skills they need to live independently and participate in everyday activities, such as dressing, grooming, and household tasks.
• Applied Behavior Analysis ( ABA ): ABA is a teaching method that uses behavior modification techniques to teach new skills and reinforce positive behaviors. It is often used for students with autism and other developmental disabilities.
• Multi-Sensory Instruction: This curriculum uses different senses, such as sight, sound, touch, and movement, to teach students with disabilities. It is often used for students with learning disabilities and developmental delays.
• Content Enhancement: This curriculum provides students with disabilities additional support for specific subject areas, such as reading, writing, and math. It may involve using assistive technology, visual aids, and other resources.
• Modified or Adapted Curriculum: This type of curriculum involves modifying the regular education curriculum to meet the unique needs of students with disabilities. It may involve simplifying the content, breaking down complex tasks into smaller steps, and using different teaching strategies.
• Occupational Therapy Curriculum: This curriculum focuses on developing the fine and gross motor skills necessary for students to function daily. It is often used for students with physical disabilities or coordination difficulties.

It’s worth noting that these different types of special education curricula can be combined to create a comprehensive and individualized approach to support the diverse needs of students with disabilities. There’s a special education curriculum aligned with common core.

What Is Adaptive Curriculum in Special Education?

An adaptive curriculum is an educational approach used in special education that focuses on creating a customized learning experience for each student based on their unique strengths, needs, and learning style. An adaptive curriculum aims to provide students with the appropriate level of challenge, support, and materials to help them achieve their academic and personal goals.

The adaptive curriculum typically involves several key components, including:

• Assessment: Adaptive curriculum begins with thoroughly assessing a student’s strengths, needs, and learning style. This may include formal assessments, such as standardized tests and observations, and informal assessments, such as conversations with the student and their family.
• Individualized Education Plan (IEP): An individualized education plan (IEP) is created for each student based on the assessment. The IEP outlines the student’s unique needs, goals, learning objectives, and any necessary accommodations and modifications.
• Differentiated Instruction: The curriculum is tailored to meet each student’s needs and abilities. This may involve using different instructional methods, materials, and activities, as well as adjusting the pace and level of instruction to meet the student’s needs.
• Technology: Technology can be an important tool for adaptive curriculum, allowing students to work independently and providing additional support and resources. For example, students may use assistive technology, such as text-to-speech software, to help with reading and writing.
• Progress Monitoring: Regular progress monitoring is essential to adaptive curriculum, allowing teachers to track each student’s progress and adjust their instruction accordingly. This may involve regular assessments, as well as ongoing observation and feedback.

Overall, an adaptive curriculum aims to provide students with a personalized and supportive learning experience that allows them to reach their full potential. By tailoring the curriculum to meet each student’s unique needs and abilities, students in special education can experience greater success and achievement in their academic and personal lives.

Purpose of the Special Education Curriculum

The purpose of the curriculum for special education is to provide a tailored and individualized education to students with special needs who may require additional support in their learning. Special education is designed to address the unique needs and abilities of students who have a disability or are at risk of developing one.

A special education curriculum aims to help students with special needs achieve their full potential by providing the appropriate tools and resources to support their learning. The curriculum is designed to be flexible and adaptable to the individual needs of each student, with the ultimate goal of helping them become independent, successful learners.

Sample Curriculum for a Special Education Program

A sample curriculum for a special education program will vary depending on the needs of the individual students and the specific disability they are facing. However, here is an example of a general curriculum framework for a special education program:

• Individualized Education Program (IEP) Development: The IEP is a critical component of special education, and the development of each student’s IEP is an important first step in curriculum planning. The IEP will identify the student’s strengths and needs and the specific goals and objectives to guide their learning.
• Language and Communication: Language and communication are often difficult for students with disabilities, so the curriculum should focus on developing these skills. This may involve speech therapy, social communication training, and augmentative and alternative communication (AAC) strategies.
• Reading and Writing: Students with disabilities may struggle with reading and writing, so the curriculum should include evidence-based strategies to support their development. This may include structured literacy programs, multisensory instruction, and assistive technology tools.
• Math: Math can also be challenging for students with disabilities, so the curriculum should include strategies to help them understand and apply mathematical concepts. This may involve hands-on activities, visual supports, and differentiated instruction.
• Science and Social Studies: The curriculum should include opportunities for students to explore science and social studies concepts, which can support their understanding of the world around them. This may involve adapted materials, differentiated instruction, and opportunities for hands-on exploration.
• Social and Emotional Learning: Social and emotional learning is an important component of special education, as students with disabilities may struggle with self-regulation, social interaction, and other emotional and behavioral challenges. The curriculum should include activities and strategies to support their social and emotional development.
• Transition Planning: Transition planning is an important component of special education, as it helps students prepare for life after graduation. The curriculum should include activities and strategies to support students as they plan for post-secondary education, employment, and independent living.

This is just a general outline, and the specific content and strategies included in the curriculum will vary depending on the individual needs of the students. The key is to develop a curriculum that is evidence-based, personalized, and aligned with state and national standards.

Companies That Provide Special Education Curriculum Resources

Many companies provide special education curriculum resources and materials for educators and schools. Here are a few examples:

• Curriculum Associates: Curriculum Associates is a company that provides a range of educational materials, including special education curricula. Their products include i-Ready, a digital instruction and diagnostic program that can be used to support students with disabilities.
• Pearson: Pearson is a well-known publisher of educational materials, offering a range of special education curriculum resources. These include their PASeries of assessments, designed to identify the strengths and needs of students with disabilities and various instructional materials.
• Learning A-Z: Learning A-Z is a company that provides teachers with various resources, including special education curriculum materials. Their Raz-Plus program includes a library of differentiated books and other resources to support students with various disabilities.
• Unique Learning System: Unique Learning System is a curriculum program designed specifically for students with special needs. It includes reading, writing, math, science, and social studies materials and is aligned with state and national standards.
• Attainment Company: Attainment Company publishes special education curriculum materials, including books, software, and assistive technology devices. Their products are designed to support students with various disabilities, including those autism, intellectual disabilities, and physical impairments.

These are just a few examples of the many companies that offer special education curriculum resources and materials. Educators and schools may work with one or more of these companies or develop their specialized curriculum materials in-house. The key is to find evidence-based resources aligned with state and national standards and tailored to the specific needs of each student with a disability. Now you know the special education curriculum companies.

Jennifer Hanson  is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Modifying Social Studies Curriculum for Special Education Students

Social studies is an important subject for students in special education, as it provides them with an understanding of the world around them and the history, culture, and society of different groups of people. Social studies curriculum can be adapted to meet the needs of students with disabilities, and teachers can use a variety of instructional strategies to engage these students in learning. 

When teaching social studies to students with special needs, it is important to consider each student’s individual strengths, interests, and learning styles. Some students may benefit from visual aids, such as pictures or diagrams, while others may prefer hands-on activities or discussions. Teachers can also use technology, such as videos or interactive software, to enhance their lessons and make them more engaging for students.

Highlight Historical Figures who Championed Disabilities

It is important to address the diverse needs of students with disabilities in social studies curriculum and highlight individuals throughout history who students can see themselves in. There have been many historical figures who championed disabilities and advocated for the rights and inclusion of people with disabilities. Here are some notable examples:

• Helen Keller : She was a deaf-blind American author, political activist, and lecturer. She became a leading advocate for people with disabilities, promoting their rights and improving their quality of life.
• Franklin D. Roosevelt : He was the 32nd President of the United States, and he is known for his leadership during the Great Depression and World War II. He was also a champion for people with disabilities, and he established the Social Security Act and the Vocational Rehabilitation Act, which provided support for people with disabilities.
• Temple Grandin : She has been an advocate for people with Autism, using her own experiences to promote understanding and acceptance of the condition. She has given numerous talks on the subject and has been the subject of several documentaries and biographical films.
• Albert Einstein : The famous physicist and mathematician is thought by some to have displayed characteristics of Autism, such as difficulty with social interactions, eccentricities, and intense focus on his work and interests.
• Judy Heumann : She is an American disability rights activist who has been advocating for the rights of people with disabilities for more than four decades. She played a key role in the passage of the Americans with Disabilities Act and has continued to work on disability rights issues around the world.

Strategies for a Resource Program or Special Education Classroom

Adapting social studies for the special education classroom can help ensure equity in learning and that all students are able to access and engage with their curriculum. Often times, students in a Resource Specialist Program may attend social studies instruction within the general education classroom, or students may be taught this subject within a fully-contained Special Day Classroom or Non-public School. Regardless of the setting, special education and general education teachers alike can modify their curriculum using the strategies listed.

Teachers can use specific instructional strategies, such as differentiated instruction or co-teaching, to accommodate the different learning styles of students in their classroom. For example, students with visual impairments may need accommodations, such as Braille or audio recordings of texts, while students with hearing impairments may need sign language interpretation or captioning.

Additionally, social studies curriculum can be used to promote social and emotional learning for students with disabilities. Teachers can use lessons on topics such as empathy, citizenship, and diversity to help students build social skills and develop positive relationships with their peers. Overall, social studies can play an important role in the education of students with special needs, helping them to develop the knowledge, skills, and attitudes they need to succeed in life.

Here are some additional strategies that teachers can use to adapt social studies for students with special needs:

• Use visual aids : Visual aids such as pictures, diagrams, and maps can help students with disabilities better understand and remember social studies concepts. For example, teachers can use pictures to help students learn about different cultures or historical events.
• Provide hands-on activities : Hands-on activities can help students with disabilities engage with social studies content and apply their knowledge. For example, students can build models of historical landmarks or create their own maps.
• Simplify language : Students with learning disabilities may struggle with complex language, so it is important to simplify social studies content whenever possible. Teachers can use shorter sentences, simpler vocabulary, and visual aids to help students understand complex concepts.
• Use technology : Technology can be a powerful tool for adapting social studies curriculum for students with special needs. For example, teachers can use interactive software or videos to help students learn about historical events or different cultures.
• Differentiate instruction : Differentiating instruction means providing different students with different tasks, activities, or resources based on their individual needs. This can be especially important in a special education classroom, where students may have diverse learning needs. Teachers can differentiate instruction by providing different reading levels, different projects, or different levels of support.
• Use cooperative learning : Cooperative learning is a teaching strategy in which students work together in small groups to complete tasks or solve problems. This can be a great way to help students with disabilities engage with social studies content and learn from their peers.

Overall, adapting social studies for the special education classroom requires creativity and flexibility on the part of the teacher. By using a variety of instructional strategies and tools, teachers can help ensure that all students are able to access and engage with social studies content equitably.

Seeking more ways to modify and differentiate social studies instruction?

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Monet Hendricks is the blog editor and meme connoisseur for  Social Studies School Service . Passionate about the field of education, she earned her BA from the University of Southern California before deciding to go back to get her Master’s degree in Educational Psychology. She attended the graduate program at Azusa Pacific University pursuing her post-grad Educational Specialist degree in School Psychology and Applied Behavior Analysis and currently works as a School Psychologist in Los Angeles, CA. Her favorite activities include traveling, watching documentaries on mental health, and cooking adventurous vegetarian recipes.

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How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

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Supporting kids with special needs works best when both regular education and special education staff work together. That’s why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work for kids of various levels can be a bit overwhelming. Even teacher who are highly experienced might struggle with how much to modify. It’s really a balance because you are constantly trying to find out what is “just tough enough” to push your students, with it still being at an appropriate level that can help them grow. Too easy and the work doesn’t really challenge them. Too difficult and kids might shut down, causing them to not learn anything at all. It’s okay (and actually good) to fine-tune your level of modifications over time.

Most importantly, if a child requires a modification according to their IEP, the teacher needs to provide it. The IEP is a legal document and those modifications and accommodations were agreed upon the child’s planning team. Some modifications are specifically listed, such as having a word bank or being able to use a calculator. Other times, modifications are left up to the discretion of the teacher. If there is something you are unsure about in the child’s list of modifications, talk to the spec

ial education teacher and get further clarification.

Here is a quick reference list for some ideas to pull from when you need to modify for a child’s assessment, homework, or other assignment:

Reduce the Workload:

• Assign even or odd problems only – This is a great strategy for homework. It’s simple and quick for the teacher, but still gives the child similar practice to everyone else.
• Select specific problems and omit extra ones
• Give 1 essay question instead of 3 or 4
• Give choice – Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
• Put fewer problems on each page – This will be less visually distracting.
• For matching, reduce the number of items to match or break them in half
• Reduce the number of multiple choices – There will be less to select from. For example, if everyone else has a quiz with 4 possible multiple choice answers, your student might only have 2 or 3 options to choose from.
• Eliminate true or false questions – These questions can be extremely tricky, especially for kids with language-based disorders.

Modify the Content:

• Give a similar but different assignment with lower grade level material in area of weakness (math, reading, or writing) – For example: if the topic is computing with fractions, the student might be drawing fraction pictures. This will also help you target the “most important” concepts for the child to learn at the time.
• Provide an alternative assignment – This can be a research project, hands-on project, lab experiment, or making a poster to show understanding of a topic.
• Align student interest to the content – For example, you might focus on reading strategies while learning about trains.

Provide Supports:

• Give a word bank for fill in the blank or when writing an essay
• Allow students to type or orally report their responses
• Give a specific list for steps to complete a task
• Provide concept cards with an assignment
• Allow the student to use their book or notes
• Provide specific examples
• Highlight tricky or key words in questions
• Allow extra time
• Allow student to work in quieter setting
• Allow calculators
• Allow for brainstorming prior to the assignment
• Have adult read assignment to student

Learning to modify can be hard work at first. It’s best to give it a try even if you are not entirely sure it’s the right modification. Remember that you can always tweak your modifications as the year goes on. Most likely, you will need to continually reassess modifications and supports, since your students will be growing and making progress. And when in doubt, work with your special education staff to ask for feedback, support, and ideas.

If you are a special education teacher in need of a toolkit, consider the Special Education Teacher Binder . It is a huge compilation of special education resources.

Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to help make the life of a special education teacher a little bit easier.

Share this:

September 21, 2018 at 5:30 am

I was wondering if you have any examples of how to provide a word bank for an essay at the high school level? I’m having a hard time figuring out how to provide words that answer either short answer questions or essay questions that typically require sentence answers.

October 7, 2018 at 9:31 am

Hi Joy- I would provide my students a separate sheet of paper with words and phrases that might be helpful to them. For example, if the essay is on the industrial revolution, I might include terms like: industrialization, labor, working conditions, migration, etc. Giving these vocabulary words would help students remember vocabulary and guide them in the right direction without steering them one way or another. Hope that helps!

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Tomball isd teachers fired, accused of unprofessional behavior with students in autism program.

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TOMBALL – Teachers at a Tomball elementary school are out of a job and under investigation after being accused of unprofessional behavior towards students.

The district let parents know by email Tuesday that teachers in Structured Learning Lab classrooms at Creekview Elementary are under investigation by Harris County Pct 4 Constable’s Office and Texas Child Protective Services. The SLL classrooms serve students from PreK up to 6th grade who have Autism Spectrum Disorder or similar behaviors, according to a school document .

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Administrators are not saying how many teachers are under investigation or what they’re accused of.

The statement to staff and families says the investigation started last Monday, May 6, following reports of “alleged unprofessional behavior” towards students by teachers in the SLL classrooms. The district started their own internal investigation, let the teachers go and called in investigators from both from the Constable’s office and the state.

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“All employee misconduct allegations are taken seriously and promptly investigated thoroughly. Tomball ISD has zero tolerance for employee misconduct. Again, the safety of our students in Tomball ISD is our number one priority. At this time, Tomball ISD has no further comment as the investigation has been handed over to law enforcement,” the letter to families and staff reads.

The statement also says the district is aware that the “isolated incident” may become public and they want to make sure the community has accurate information, but “while there may be concerns or questions, law enforcement has taken over the investigation and we cannot provide any more details at this time.”

• Katy ISD high school teacher accused of owning child pornography, taking candid photos of students

The Structured Learning Lab is a program designed to serve students who have been identified as having Autism Spectrum Disorders (ASD) and/or behaviors similar to ASD, according to the school document outlining the program. It serves elementary students who have “significant educational needs related to ASD and/or similar behaviors.”

SLLs include highly structured, individualized programming, communication and language training, social skills training, utilization of natural environments for instruction, positive behavioral programming, educationally-based sensory activities, and when appropriate, inclusion with same-age peers in general education settings.

• Houston ISD parents, teachers protest ‘resign or terminate’ ultimatum given to principal

In a 2024-2025 job description for a special education teacher with the Structured Learning Lab at Creekview, the primary purpose of the position is described as:

• Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

The working conditions on the job description are headlined as Mental Demands/Physical Demands/Environmental Factors

• Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.

Pay is $61,000 a year.

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About the Author

Karen araiza.

Houston bred and super excited to be back home! I grew up in The Heights with my 8 brothers and sisters and moved back in 2024. My career as a journalist spans a lot of years -- I like to say there's a lot of tread on these tires! I'm passionate about helping people. I also really love sharing success stories and stories of redemption. Email me!

Why there's a special education and STEM teacher shortage and what can be done

Experts say obstacles include recruitment, funding and institutional support.

Jahsha Tabron, the 2022 Delaware teacher of the year, taught special education for more than two decades and cherished what she called the "winning moments" of growth in her students.

"[Where] you have a nonverbal student who is now able to speak in simple sentences … that's why you stay," she recently told ABC News.

But Tabron, now Brandywine High School's dean of students in Wilmington, Delaware, said her field can be a tough sell for future candidates.

"When we're talking about why we don't have a lot of people joining the profession, we're looking at the immense workload that comes along with being a special education teacher," she said.

MORE: Most of the US is dealing with a teaching shortage, but the data isn't so simple

Tabron's concern about a staffing shortage is widely shared. A nationwide survey conducted by ABC News this school year found that much of the country doesn't have enough educators -- and that in many cases, districts suffer from a lack of subject matter experts, too.

Two parts of the subject matter pool are particularly strained, according to local education officials: special education and science, technology, engineering and mathematics, or STEM.

Teachers and experts who spoke with ABC News cited the need for more money for students with disabilities and those who educate them; inadequate diversity in STEM; and underwhelming pipeline and recruiting efforts, particularly in more rural districts and for teachers of color, as major obstacles.

Special education has always been one of the most underfunded yet vital teaching positions in public schools, the experts said -- pointing to a perpetual desire for more financial support, either at the local or federal level, to help instructors doing such specialized work.

The experts said that STEM teachers are overwhelmingly white -- according to the National Center for Education Statistics (NCES), 79% are non-Hispanic or white -- even in public schools that are majority non-white, so they do not adequately reflect the students they teach, which creates an added pressure on bringing in more candidates. There's also a focus on increasing diversity in special education instruction.

By the numbers

For a recent report on teacher staffing across the country, ABC News reached out by phone and email to the overarching education departments in all 50 states as well as Washington, D.C., Puerto Rico and the U.S. Virgin Islands.

At least 40 states, the District of Columbia and the U.S. Virgin Islands -- 42 out of 53 surveyed -- reported ongoing teaching shortages.

According to an updated analysis, conducted this spring, the most acute shortages are in special education and STEM teachers.

Those findings are reinforced by research from NCES' School Pulse Panel, which started collecting information during the summer of 2021 to better understand the impact of the COVID-19 pandemic on students and educators.

The monthly NCES survey found 78% of K-12 public school principals reported that it was somewhat or very "difficult" to fill a position with a fully certified teacher for special education at the beginning of the current school year. About three-fourths of public schools also reported it was somewhat or very difficult to staff physical science (78%) and mathematics (75%) teachers.

ABC News' reporting found that 31 state education associations, agencies and departments identified special education challenges as one of their greatest needs during the 2022-2023 school year.

MORE: How schools are trying to address the national teacher shortage

What's more, over the course of the school year, almost a third of the country -- or 17 state education agencies -- also told ABC News one of their greatest challenges has been filling teaching positions in STEM.

Education Secretary Miguel Cardona said in a speech last year that collaboration is the key to raising the bar for education across America. He also spoke of teacher shortages in bilingual education, special education and STEM -- saying they impact low-income and students of color the most.

'We have a real problem'

The federal government's Office of Special Education Programs (OSEP) recognizes that many states are facing staffing challenges and is committed to trying to fix the system as a whole, according to OSEP Director Valerie Williams.

"There's data to support that we have a real problem," Williams told ABC News. "Going forward, we're going to aim to focus not just on increasing the numbers but also on diversification of the profession and finding ways for how we can get people from minority backgrounds interested in becoming teachers and get them into the pipeline."

President Joe Biden's 2024 budget proposal -- which has been criticized by conservatives for, they say, reducing economic growth by bloating the government -- is touted by supporters as addressing the gap in special education teachers, "investing $304 million to train and retain [them], specialized instructional support personnel, and paraprofessionals," according to a Department of Education spokesperson.

A recent House Republican proposal to reduce federal government spending has been criticized, too, though conservatives have pushed back on claims it would cut school funding -- calling that made up.

Tabron, in Delaware, said special education is one of the most challenging positions in a school as it not only has general instruction responsibilities but also juggles needs and disciplines that most teachers don't face.

"It's not regular teaching," she said. "You have special ed teachers who are doing the regular part of teaching, which is the planning instruction, the differentiation, the accommodations and modifications. But in addition to just that part of your job as a special education teacher, you are also responsible for creating individualized education plans (IEP) for all of your students."

She described special education teachers as akin to scientists, because they're required to know how their students' brains work.

During the onset of COVID-19, many teachers' workloads were exacerbated by school closures and remote teaching, Tabron said. Now, she said, those who have stayed are working with the same amount of pre-pandemic resources -- but their role has expanded to account for a recent increase in students who see the value of IEPs and special services.

"There was a need for special education teachers before the pandemic," Tabron said. "The need just increased afterwards."

'Our country really needs to step it up'

Connecticut science teacher Carolyn Kielma is raising awareness around the challenges in STEM staffing, too. The self-described "STEMinist" said all it takes is for people to have a drive and passion for teaching.

"Our country really needs to step it up in those careers if we're going to have productive citizens in the future," the 2023 National Teacher of the Year finalist said. "All students are gifted and all students have special needs. It's our job to figure out what those gifts are and what those needs are and marry them into the best lesson plan."

Experts, though, have told ABC News the STEM shortage is a "crisis." They said not only is the field missing teachers but there's also a dearth of aspiring applicants.

"We don't have enough people [in general] going into STEM careers, and so the downstream effect of that is we don't have enough STEM teachers," said Arthur Mitchell, executive director of the STEM Equity Alliance.

Education advocates told ABC News that college graduates with education degrees have been declining for years. The University of California at Los Angeles' Cooperative Institutional Research Program found only 4.3% of U.S. college freshmen intended to major in education in 2018, compared to 11% in 2000.

Mitchell said the absence of young teachers is hurting STEM teaching categories. However, he believes there's a "neglect" problem in higher education and that institutions have to fully commit to recruitment and outreach.

"We're looking for those who have an interest in STEM education and nurturing that," said Mitchell, whose STEM Equity Alliance serves as a pipeline for teacher education. "And, by and large, there have been no concerted efforts -- national concerted efforts -- and very few statewide or local efforts to really put more STEM teachers in classrooms."

Another problem? Rural areas are underserved

Upon graduation many teachers are hesitant to explore rural parts of the U.S., according to education officials around the country.

Colorado's state education talent unit said that geographical barriers are straining their most rural, and already struggling, districts.

"Math and special education shortages can affect rural areas more acutely," Colorado's Associate Commissioner of Educator Talent Colleen O'Neil told ABC News in a statement. "[Rural parts] sometimes have no candidates at all that apply for a position," she added.

Along the Pacific coast, Siskiyou County's Allan Carver said his district also faces these roadblocks because it is in the "sticks" of Northern California.

"There's not a lot of people who want to live way out here where there's no Walmart and those sorts of things," said Carver, the Siskiyou Office of Education superintendent.

Working with a limited pool is something Southeast Arkansas Education Service Cooperative Director Karen Eoff understands as well as Carver.

According to the state's department of education, Arkansas faces its worst staffing shortages in secondary math and secondary science. But from elementary education on up, Eoff said all subjects in the rural parts of her state are impacted.

"Keeping and attracting young people to this area is a problem -- we have the largest teacher shortage in Arkansas," Eoff, who oversees 15 school districts, told ABC News.

More -- and more diverse -- pipeline programs needed

Experts interviewed for this story suggested pipeline programs could be the key to preparing teachers to enter the field in the years to come.

Reach University, a job-embedded teacher apprenticeship program, has been one solution for places like rural Arkansas and California, which are far from their state's largest institutions for training future educators.

In both Southeast Arkansas and in Siskiyou County in California, Reach University said it did an extensive analysis to define current vacancies by grade level and subject, across all open positions. In Siskiyou, they found slightly elevated vacancies in elementary education and math. Special education is "always" a constant need in his district, according to Carver.

"We've got to figure out how to take people who are already happy being in schools and help them become our teachers," Carver said. "The Reach model, with the apprenticeship, was just a home run for us."

Eoff's office has used Reach since the beginning of the current school year to stem its shortages. Now, she said, it has 20 paraprofessional staffers in an apprenticeship.

"Reach has been one of our best tools because of the support, affordability, the 'come alongside and we will help you' approach," Eoff said.

In response to former President Barack Obama's 2011 call to increase the STEM teacher pool by 100,000 in a decade, education nonprofit Beyond100K used "radical collaboration" with more than 300 organizations to exceed that benchmark. The group said it helped prepare 108,000 STEM teachers -- and counting -- with a new target of 150,000 by 2032.

Part of Beyond100K's focus, according to its 2022 trends report, is to add more teachers of color to reflect the students in their classrooms, especially Black, Latino and Native American teachers.

​"The work that we are doing now is very focused on racial equity and on creating belonging for teachers and for students," Amber Hamilton, Beyond100K's chief external officer, said.

Eoff, in Arkansas, stressed how instilling that sense of belonging into students of all ages and backgrounds will hopefully guide more candidates to the field.

"I think that the earlier we encourage kids to believe they can, in STEM programs, the better," she said.

Meanwhile, as responsibilities from the pandemic grow, STEM and special education professionals agree the shortages will persist if more isn't done to help them win.

"I think that would be awesome to ask teachers what they really need," Tabron said. "Imagine someone asking you: What would make you happier here? What can I do to support you? Just you listening to that -- I think would change my performance."

ABC News' Gabe Ferris contributed to this report.