Adapted Curriculum, PreK-12

Supporting school teams working with students with disabilities who are accessing an adapted curriculum based on the Virginia Essentialized Standards of Learning (VESOL).

Our Adapted Curriculum program strategically supports the implementation of evidence-based practices to increase the academic achievement and the social and emotional competence of students with significant cognitive disabilities based on individual needs.

Our program provides direct and indirect support to schools in the instruction of students with significant cognitive disabilities who are accessing an adapted curriculum. These students exhibit moderate to significant delays in the areas of language, communication, cognition, socialization, and adaptive functioning, that impact their ability to demonstrate progress in the general curriculum. The Individuals with Disabilities Education Improvement Act and the Elementary and Secondary Education Act (Every Student Succeeds Act (2015) note that students with “significant cognitive disabilities” constitute less than one percent of the student population.  Students with significant cognitive disabilities most likely receive services for Intellectual Disabilities or  Intellectual Disabilities Severe. They may also receive services for Autism, Noncategorical Elementary, and/or Physical Disabilities. All of the services above are referred to as Category B services

What We Offer 

  • Support in curriculum program matching through collaborative data dialogue, based on individual needs as specified in students' individualized education programs (IEP)
  • Recommendations to teachers on ways to adapt curriculum and instructional materials to address individual student learning needs
  • In-classroom coaching to address individualized instructional interventions, positive behavior programming, and assessment
  • Professional development in all areas of academics, life skills, communication, behavior management, assessment, and data collection
  • Facilitation in the use of the principles of Applied Behavior Analysis in ID/IDS classrooms
  • Consultations with school administrators to address program development, program modifications, and instructional oversight
  • Consultative services with school teams and OSEI’s High-Incidence team for students who access the general education curriculum and require more intensive support.

 Instructional Program

Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP). Special education services range from support in general education settings to specialized instruction in self-contained special education classes.

The academic instructional program for students on an adapted curriculum is guided by the general education curriculum and provides instruction with an additional focus on life skills. The curriculum emphasizes skills necessary for and relevant to independent functioning, allowing each student to reach his or her highest possible level of independence.

  • The focus of instructional programming is on developing core academic knowledge, improving social skills and adjustment, increasing appropriate behaviors, and developing critical career and work skills in preparation for a productive adult life.
  • Community-based instruction (CBI) is a key component of educational programming for students with low incidence disabilities on an adapted curriculum. This program gives students the opportunity to develop both life skills and work skills in a variety of real-life settings.
  • High school students can participate in foundations elective courses; English, science, U.S. and Virginia history and world history. These courses are designed to provide students with the opportunity to participate in general education content courses where curriculum can be modified and presented at an individualized pace of instruction without the requirement of an end-of-course test. Instruction for students with low incidence disabilities on an adapted curriculum involves the use of specialized strategies.
  • Visual strategies are often used to support communication and acquisition of content knowledge.
  • Principles of ABA are used to address behavioral challenges and teach new skills. ABA is a research-based intervention that emphasizes the importance of breaking skills down into small units through task analysis. New skills are taught through the use of reinforcement, shaping, prompting, and other specialized techniques.

Contact Information

Special Education Curriculum
Jugnu Agrawal, Program Manager
571-423-4295
[email protected] 
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