Development and Use of Curricular Adaptations for Students Receiving Special Education Services

Jennifer A. Kurth, Lissa Keegan

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


This study is a quasi-experimental descriptive design, with existing educator-made adaptations evaluated. The goals of this study were to (a) describe how educators develop adaptations and (b) evaluate the effectiveness of educator-made adaptations in facilitating the learning of students with disabilities. Findings suggest that (a) most adaptations were made in core general education classes; (b) experienced educators created more simplified curricular adaptations, whereas novice educators created more functional alternative adaptations; (c) educators are generally satisfied with the adaptation they have created and believe it was effective in teaching the student; (d) educators spent on average 59.1 min creating the adaptation; (e) educators in rural areas and novice educators provided adaptations that were rated lower in quality and clarity than experienced and urban educators; and (f) general education teachers provided adaptations that were of lower quality and clarity than special education teachers and paraeducators. Recommendations for practice are provided.

Original languageEnglish (US)
Pages (from-to)191-203
Number of pages13
JournalJournal of Special Education
Issue number3
StatePublished - Nov 8 2014


  • accommodations
  • adaptations
  • inclusion
  • modifications

ASJC Scopus subject areas

  • Education
  • Rehabilitation


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