A Dangerous Conflation
Reviewing the Literature on Curriculum Modification
DOI:
https://doi.org/10.25071/28169344.82Keywords:
Curriculum Modification, Individual Education Plan, Accommodation, Special Education, Anti-Oppression, Disability Studies in EducationAbstract
Modifying the curriculum is a common practice used to support students with Individual Education Plans (IEPs). Up to 15% of students in the Toronto District School Board (TDSB) have curriculum modifications by the time they reach Grade 8. Yet, despite their frequent use, the efficacy of this long-standing practice has rarely been studied. Research from Author (2022) suggests that racialized students are disproportionately overrepresented in this practice. Furthermore, their research suggests that there are negative long-term impacts associated with this practice. This literature review queries what is known about curriculum modifications. Findings reveal two significant issues with the terminology used in the existing literature. Additionally, the limited research available centres on only one exceptionality group (students with significant intellectual disabilities). These findings lay a foundation for future research on curriculum modifications—an area that warrants urgent attention from the anti-oppression movement within special education.
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