[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-174217-en":3,"doc-seo-174217-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},174217,2336464648746,"Skyler","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",1,11,"Presentations","Curriculum Modification - Introduction","Curriculum Modification clarifies how changing existing general curriculum supports diverse students and teachers across educational contexts. The paper distinguishes curriculum modification from curriculum enhancement by emphasizing the degree of change in content, conceptual difficulty, educational goals, and instructional methods. It defines curriculum modification as modified content, instruction, and/or learning outcomes, reviews the ambiguities and overlapping terminology used in research, and outlines how the concept can be categorized and supported through evidence-based practices.","Curriculum Modification\nCurriculum Enhancement\nBy Tracey Hall, Ph.D. and Ge Vue, National Center on Accessing the General Curriculum; Nari Koga and Stephanie Silva, Boston College\nPublished: 2004 (Links updated 2014)\nThis document was originally a product of the National Center on Accessing the General Curriculum (NCAC).\nThis version updated and distributed by the AEM Center.\nThe content of this document was developed under a cooperative agreement with the U.S. Department of Education, #H327Z140001. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Michael Slade, Ed.D.\u000e\nThis work is licensed under a \u0013 HYPERLINK \"http://creativecommons.org/licenses/by-sa/4.0/\" \u0014Creative Commons Attribution-ShareAlike 4.0 International license.\u0015\nHall, T., Vue, G., Koga, N. and Silva, S. (2004). Curriculum Modification. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [insert date] from http://aem.cast.org/about/publications/2004/ncac-curriculum-modification.html\nCurriculum Modification\nIntroduction\nModifying existing general curriculum has been an effective way to create more accessible learning environments to support all students and their teachers in various educational contexts. There are many terms in use regarding changes made to curriculum, such as enhancements, accommodations, overlapping, and adaptations. We differentiate curriculum modification from curriculum enhancement for the purposes of this paper. In this way, we can clarify the definition and nature of curriculum modification to emphasize its effectiveness in improving education for all children, and to provide vivid examples and useful resources which will enrich actual classroom practices for diverse learners. Although both ideas, enhancement and modification, become pivotal when we consider improving accessibilities of general curricula in relation to individual students’ needs, the approach, design, and methods that result from each idea may differ significantly.\nCurriculum enhancement is most likely to be built around existing general curriculum and to involve teachers’ alterations of curriculum. Frequently, teachers will enhance curriculum with additions of instructional strategies. Frequently enhancements are created to evaluate and teach adequate background knowledge in preparation for a new task. Additionally, teachers may incorporate a variety of instructional materials and procedures to meet students’ needs, including the use of co-teaching and/or instructional collaboration.\nCurriculum modification differs from curriculum enhancement in that modification is a more extreme alteration to the curriculum than that of an enhancement. Modifications involve combinations of altered content, conceptual difficulty, educational goals, and instructional method versus building scaffolding and bridges between existing curriculum and people involved in the educational process. Such differentiation between curriculum modification and curriculum enhancement is based on ranging degrees in which our educational approach becomes distinct from or maintains the similarities to existing general curriculum. In other words, educational practices in which student and teacher interactions differ from those designed in existing general curriculum are present to a greater extent when curriculum is modified than when enhanced.\nThere are numerous ways curriculum modifications are put into practice for different purposes and outcomes on various levels (such as individual, classroom, and school-wide). Due to a flexible nature and countless applications, curriculum modification often remains an ambiguous concept and is understood as an umbrella term to include multifarious aspects of everyday teaching practices. We have refined our definition of curriculum modification based on understandings of its nature and potentiali","cbCaiq2WjtOk3cGj","https://ap.wps.com/l/cbCaiq2WjtOk3cGj","docx",125337,39,"English","en",105,"# Introduction\n## Curriculum enhancement vs. curriculum modification\n## Definition\n## Ambiguities in research terminology","[{\"question\":\"How does the document distinguish curriculum modification from curriculum enhancement?\",\"answer\":\"It treats modification as a more extreme alteration, involving changes to content, conceptual difficulty, educational goals, and instructional method. Enhancement is described as additions or scaffolding within existing curriculum to support teachers and students.\"},{\"question\":\"What is the core definition of curriculum modification used in the paper?\",\"answer\":\"Curriculum modification is defined as modified content, instruction, and/or learning outcomes to meet diverse student needs. It covers a continuum of modified educational components, not only content or instructional changes.\"},{\"question\":\"Why is curriculum modification described as an ambiguous concept in practice?\",\"answer\":\"The paper explains that many terms and overlapping discussions exist across researchers and disciplines, and teaching-strategy literature may be interwoven with curriculum modification literature. This leads to broad, umbrella usage for everyday teaching practices.\"}]","Curriculum Modification - Introduction | DOCX",1788311256,14,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"curriculum-modification-introduction","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/curriculum-modification-introduction/174217/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":53},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"How does the document distinguish curriculum modification from curriculum enhancement?","Question",{"text":76,"@type":77},"It treats modification as a more extreme alteration, involving changes to content, conceptual difficulty, educational goals, and instructional method. Enhancement is described as additions or scaffolding within existing curriculum to support teachers and students.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What is the core definition of curriculum modification used in the paper?",{"text":81,"@type":77},"Curriculum modification is defined as modified content, instruction, and/or learning outcomes to meet diverse student needs. It covers a continuum of modified educational components, not only content or instructional changes.",{"name":83,"@type":74,"acceptedAnswer":84},"Why is curriculum modification described as an ambiguous concept in practice?",{"text":85,"@type":77},"The paper explains that many terms and overlapping discussions exist across researchers and disciplines, and teaching-strategy literature may be interwoven with curriculum modification literature. 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