PROMOTING THE INSTRUCTIONAL INCLUSION OF YOUNG-CHILDREN WITH DISABILITIES IN THE PRIMARY GRADES

We describe a process of curriculum adaptation that was used by teache rs in an inclusive elementary school. It was used to enhance the degre e to which young children with mild to profound disabilities were inst ructionally integrated in primary grade classrooms. The underlying ass umptions of the process are described as are the components of the pro cess. We use case study examples of 3 students with mild to profound d isabilities to demonstrate how the process can be applied in content a rea subjects to optimize the instructional inclusion of students, whil e not sacrificing the individualized nature of instruction. Implicatio ns for teaming and school practices are presented.