In This paper we offer a rationale for modifying textbooks for youth with learning disabilities who are included in general education classes. We then review research carried out recently at the university of washington having to do with four adaptation approaches: study guides, graphic organizers, vocabulary drill, and computer-assisted instruction. We then offer suggestions for selecting one approach or the other—that is, when conditions suggest that one technique would be more suitable than the others. Relatedly, we make specific recommendations for involving general education teachers in the process of adapting textbooks. Finally, we make a few suggestions for assisting pupils to gain access to information from textbooks when they are in classes managed by teachers who are either unwilling or unable to adapt textbooks.
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