Int. Strategies (I)	Lesson 2: Activities
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1. Madison, an eleventh grader at your school, is having trouble with her reading comprehension. She is not identified as having a disability, and does not qualify under the guidelines of your school district for receiving special education support. In order to assist her, you have modified Madisonīs reading assignment to increase her success rate and segmented the activity into a number of shorter tasks. Madisonīs friend Sarah found out about the modified assignment and described to her mother how Madisonīs grades have increased as a result of this change. Sarahīs mother has now called the school requesting that these modifications be made available to her daughter as well. The building principal has asked that you write a letter in response to Sarahīs mother regarding her request. Imagine that you are preparing to write a letter to Sarahīs mother. Make a list of the points you feel are most important for Sarahīs mother to understand.
	example:
		Curricular modifications are made to ensure a student achieves her academic goals and objectives. If a student is not achieving a high enough success rate, modifying the curriculum may be an important strategy for ensuring that she meets her academic goals. If the curriculum is too challenging, the student will not be able to understand the material, increasing the probability that she will fall behind her classmates. The purpose of individualizing the curriculum is to meet a studentīs needs while providing the right balance between the difficulty of the task and opportunities for the student to experience success. Modifications can involve making changes in curricular content or altering the way in which a task is presented. Curricular modifications that are made for one student may not be appropriate for another student. The strategies that will ensure Sarahīs academic success are different, but no less important.

2. Given the following scenario describe how you could change the outcome of the situation. Andre has a history of throwing books during social studies class and his problem behaviors tend to escalate in intensity throughout the class period. Andre has been a grade level behind his classmates in reading for most of his school career. His English teacher has every student working on individual levels based on their reading skills. However, Andreīs social studies teacher provides one assignment for every student in the class and does not individualize any assignments. Andreīs Individual Education Plan (IEP) team has completed a functional assessment that suggests that Andre is frustrated in social studies because he canīt read the text and is seeking a way to escape from this embarrassing and unpleasant experience. How would you approach the social studies teacher about the possibility of making some curricular modifications in his class in order to decrease the likelihood of Andreīs problem behavior and to improve the other studentsī academic success.
	example:
		The first step may be to ask the social studies teacher to become a part of Andreīs IEP team. By participating in the IEP process, the social studies teacher can become more familiar with the antecedent events that trigger Andreīs problem behavior and the reason why Andre engages in problem behavior. Together, the IEP team could brainstorm with Andreīs teacher about what kinds of curricular modifications have been successful in Andreīs English class and how these types of changes can easily be transferred to social studies. Over time, Andreīs teacher may naturally adopt similar strategies with his other students.