The purpose of this paper is to (a) extend the "disabled curriculum" (in contrast to "disabled student") conversation to incorporate curricula that do not adequately consider and incorporate methods, materials, and responses for individuals with the most significant learning needs; and to (b) offer practical strategies for developing curricula that do. Utilizing two approaches, suggestions will be provided to ensure the needs of learners with severe disabilities are included during the curriculum design and development process. This paper is specifically useful for those educators who design and develop their own unit plans whether individually or as a group.

The purpose of this paper is to (a) extend the "disabled curriculum" (in contrast to "disabled student") conversation to incorporate curricula that do not adequately consider and incorporate methods, materials, and responses for individuals with the most significant learning needs; and to (b) offer practical strategies for developing curricula that do. Utilizing two approaches, suggestions will be provided to ensure the needs of learners with severe disabilities are included during the curriculum design and development process. This paper is specifically useful for those educators who design and develop their own unit plans whether individually or as a group.

The purpose of this paper is to (a) extend the "disabled curriculum" (in contrast to "disabled student") conversation to incorporate curricula that do not adequately consider and incorporate methods, materials, and responses for individuals with the most significant learning needs; and to (b) offer practical strategies for developing curricula that do. Utilizing two approaches, suggestions will be provided to ensure the needs of learners with severe disabilities are included during the curriculum design and development process. This paper is specifically useful for those educators who design and develop their own unit plans whether individually or as a group.

The purpose of this paper is to (a) extend the "disabled curriculum" (in contrast to "disabled student") conversation to incorporate curricula that do not adequately consider and incorporate methods, materials, and responses for individuals with the most significant learning needs; and to (b) offer practical strategies for developing curricula that do. Utilizing two approaches, suggestions will be provided to ensure the needs of learners with severe disabilities are included during the curriculum design and development process. This paper is specifically useful for those educators who design and develop their own unit plans whether individually or as a group.

The purpose of this paper is to (a) extend the "disabled curriculum" (in contrast to "disabled student") conversation to incorporate curricula that do not adequately consider and incorporate methods, materials, and responses for individuals with the most significant learning needs; and to (b) offer practical strategies for developing curricula that do. Utilizing two approaches, suggestions will be provided to ensure the needs of learners with severe disabilities are included during the curriculum design and development process. This paper is specifically useful for those educators who design and develop their own unit plans whether individually or as a group.