Plan a curriculum accommodation for students in a special education integration program

Context

A classroom teacher or special education teacher (primary or secondary) who needs to plan a curriculum accommodation for the upcoming unit or lesson, within the school's special education integration program and applicable inclusion regulations.

Originally written for Chilean classrooms. References to "Decreto 83" (Chile's inclusion regulation), PIE (Special Education Integration Program), and "educador diferencial" (special education co-teacher) reflect the Chilean system. Replace with your local inclusion framework and terminology.

Paste first

Before opening the model, have ready:

• The learning objectives or content for the unit or lesson planned for the whole class
• A functional description of the student's learning profile (no name, no ID — only a description of their learning needs: what they can do, what they find difficult, what supports they already have)
• The type of accommodation needed: access accommodation? non-significant curriculum modification? significant curriculum modification?
• Available support resources: is a special education co-teacher present? classroom aide? additional time available?

Critical privacy rule: Do not paste the student's name, ID number, clinical diagnosis, or psychological assessment report. Describe only their learning needs in functional terms. The model does not need to know who the student is to help you plan.

Act as a special education teacher with experience in inclusive education regulation and collaborative general-special education teaching within school integration programs.

I need to plan a curriculum accommodation for the upcoming {{lesson / week / unit}}.

**Class context:**
- Grade level and subject: {{grade level}} — {{subject}}
- Learning objective or content the whole class will work on: {{paste or describe the objective}}

**Student's functional profile (no name or clinical diagnosis):**
{{describe in functional terms what the student can do and what they find difficult — e.g.: "student who understands simple oral instructions but has difficulty reading texts longer than one sentence, can perform basic calculations with concrete support, disengages in activities longer than 15 minutes without a break"}}

**Type of accommodation needed:**
{{access accommodation / non-significant modification / significant modification}}

**Available supports:**
{{special education co-teacher shares the class / classroom aide / no additional in-class support}}

**What I need:**

1. An adjusted learning objective or alternative achievement criterion aligned to the class objective, appropriate for the described profile.
2. Three concrete access or methodological strategies for this lesson or unit.
3. An adapted assessment tool suggestion that allows the student's real learning to be evidenced.
4. Two alerts about what could complicate implementation in the regular classroom.

Always work within an inclusive education framework — do not propose accommodations that contradict inclusion principles.

Expected output

**Adjusted learning objective (non-significant modification):**
Instead of "read and comprehend informational texts of medium length," the achievement criterion is: "identify the main idea of a short text (maximum 5 sentences) with support from an image or icon."

**Access strategies:**
1. Present text in larger font (minimum 14pt) with icons in each paragraph that preview the content.
2. Allow answers to be given orally or using a graphic organizer instead of written text.
3. Include a 5-minute active break at the midpoint of the class.

**Adapted assessment:**
Observational checklist with 4 indicators instead of written test: identifies the topic / points out one piece of information from the text / connects the text to an image / answers one oral question about the text.

**Alerts:**
- If the special education co-teacher isn't in class during assessment, you need to agree beforehand on how you'll document what you observed.

Watch out for

• Do not paste the psychological assessment report, clinical diagnosis (ASD, ADHD, dyslexia, etc.), or the student's history into the model. Describe only what you see in the classroom: what they can do, what they find difficult, what supports work.
• Inclusion frameworks typically distinguish between access accommodations, non-significant modifications, and significant modifications. The model may confuse or mix them. Verify that the proposal corresponds to the type you specified.
• Curriculum accommodations should be agreed upon with the special education co-teacher and, in many cases, communicated to parents/guardians. The model can generate the proposal, but the decision and formal record are yours.

Suggested iteration

If the proposed accommodation is too separate from the class's work (risking segregating the student), ask: "The adapted assessment is very different from what the rest of the class will do. How do I adjust it so the student participates in the same activity, with supports, instead of doing something completely different?" If you want the format for your school's official inclusion records, ask: "Format the accommodation as a table for the school's integration program records, with columns: class objective — adjusted objective — strategies — assessment — responsible party."