Considerable strain is being experienced by professionals who attempt to balance the unique curricular needs of students with developmental disabilities with the thrust of the inclusion movement which emphasizes full-time instruction in general education settings. This article discusses and exemplifies the process of personalizing a curriculum that is characterized by a rational, responsible, and responsive approach to planning and delivering supports for these students in integrated educational settings. Goals pertaining to maximum independence and the highest possible quality of life are advanced as benchmarks from which longitudinal, person-centered planning is conducted. Two compatible models of delivery, Cooperative Teaching and Community-based Instructional Integration, are then presented as vehicles for delivering personalized curricular supports.
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