Multi-level instruction and curriculum adaptation - There is no recipe for adapting general education curriculum to meet each student’s needs. Each teacher, each student, each classroom is unique and adaptations are specific to each situation. Keep in mind that curriculum does not always need to be modified.
By providing multi-level instruction you will find that adapting a lesson may not always be necessary. Differentiating instruction and providing multiple ways assess allows more flexibility for students to meet the
standards and requirements of the class. At other times, the curriculum can be made more accessible through accommodations. In addition, supports for one student may not necessarily be the same in all situations,
e.g., a student who needs full time support from a paraprofessional for math may only need natural supports from peers for English, and no support for art. And, supports should not be determined by the disability
label, instead supports should be used when the instructional or social activity warrants the need for assistance. (Fisher and Frey, 2001).

1. An effective classroom environment is one that promotes network wiring through out the school campus. Network wiring with access to the Internet in each classroom and administrative office is established to support classroom instruction and improve student achievement.
2. Internet access is being provided through fiber network lines which establish improved connection between all sites.
3. Adequate computer labs in schools and computers in all classrooms and administrative offices will be networked within the campus. Wireless technology is currently available for all classrooms.
4. Appropriate hardware and software for special education students will be made available.
5. Total interactive audio-visual distant learning capabilities will be available at the classroom level. Additional small technologies, i.e. graphing calculators and smart boards for mathematics and science classrooms are planned to enhance instruction in these areas.
6. Technology specialists as assigned throughout the system will provide technical assistance and support.
7. Software is selected to assist instructional needs and to promote student achievement in content areas.
8. Students will be taught computer skills at an early age and progress through a sequence of computer skills needed to function in today's society.

Reference: http://www.carrollcountyschools.com/home/instructional_tech.asp

Instructional support staff - Special Needs Instructional Support Staff promotes learner independence through matching accommodations to meet students’ special needs while not compromising on program competencies. The Special Needs Instructional Support Staff educates both students and instructors in ways to accommodate special needs to meet educational and employment goals for both initial and retraining skills.

Significant Features of the Special Needs Instructional Support Staff

• Informing students of their options related to career planning, class selection, accommodations for classes, and teaching generalization of educational accommodations for employment
• Utilizing technology to promote learner independence
• Providing parallel instruction to re-teach concepts or help students identify strategies to problem-solve for clarification of concepts through additional materials, other instructors, and class peers
  

Resource: http://www.cew.wisc.edu/nidrr/ltc8-00/Lakeshore-ER.pdf

Parent Matching: Parents or guardians of children with special needs can be matched with a trained volunteer parent mentor who can provide one-one-one peer support and information. When a family expresses an interest in having a Parent Mentor, the Support for Families Parent Curriculum Coordinator will contact the family, explain the program, and find out what the family is looking for in a mentor. After obtaining a thorough understanding of the family’s needs and preferences, the Coordinator will try to match the parent with an appropriate volunteer from Support for Family’s pool of trained mentors. Matches are based on the needs expressed by the family and may be based on the child’s diagnosis, shared language or culture, or a particular concern. Regardless of preference, each family determines the kind of mentor they need. Because families often have multiple needs, more than one mentor may be assigned. Once a match has been made, the Coordinator will check in with each periodically with both the family and the mentor(s).

Parent Mentor Training: Twice a year, the Parent Mentor Coordinator facilitates a 2-1/2 day intensive training for adult family members of children with special needs who are interested in mentoring others. Once a month, a Parent Mentor Support and Continuing Education Group provides opportunity for mentors to learn about resources and share their mentoring experiences with others.

Reference: http://www.supportforfamilies.org/parent_mentor_program.html