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Abstract

Elementary teachers (N=42) from a district implementing inclusive practice were surveyed to determine: a) if the frequency of curricular modifications made differ by type of student disability, b) if there is a difference in the frequency of curricular modifications made for special and typical students, and c) if a relationship exists between modifications made for special needs students and for typical students. Results indicate the frequency of teachers' curricular modifications does not differ by type of disability; that they make significantly more frequent modifications for special needs students; and that there is a significant relationship between the frequency of modifications made for special and for typical students. That is, teachers who are making modifications for special needs students are also making modifications for typical students. This research is unique because few inclusion studies explore the actual classroom practices of teachers in inclusive settings. Implications for future research and practice are given.