Upon completion of this chapter, the reader will understand:

• how to gather information to create or develop curriculum and instructional goals, including use of person-centered planning, inventories of the student’s environment, and analyses of the student’s academic strengths and challenges
  
• how general education and special education teachers help each other to plan a curriculum through evaluation of the goals and methods of the class
  
• how special education teachers can help general education teachers determine expectations for students with disabilities through evaluation of the students’ abilities
  
• how education staff can more effectively design supports and services for students with disabilities given the contexts of the school environment
  
• how an IEP team can best gauge what priorities, skills, and adaptations must be met in order for a curriculum to be effective for students with disabilities