When differentiating instruction in a diverse classroom, teachers often need only to make slight adjustments to teaching style, instructional methods, lesson format, or classroom materials. When these supports are not enough, however, teachers may need to modify the curriculum itself. One strategy for creating this type of change in inclusive classrooms is curriculum overlapping.

Using curriculum overlapping, students needing more support or enrichment can work on objectives that are different from those peers are working on but that can be connected to the work happening in the classroom. For example, a student who is already knows a lot about world geography can opt out of the unit on this topic and instead work on the computer assembling a classroom website that helps all students study geography concepts and connect to classrooms around the world (student works on refining and learning technology skills while practicing geography skills).

Likewise, it may not be a priority for a student with cognitive disabilities to participate “as is” in a lesson on how the terrain of a Belize helps shape its economy and culture. This student may instead spend class time writing a short letter to a student pen pal living in that country, thus having an opportunity to learn about the nation via a peer, understand how to use a word processing program and practice using new vocabulary words. The student's correspondence can then be used as a teaching and learning tool for all learners.

Other examples:

• When working on a writing assignment on the Teapot Dome Scandal, Rita practices using the computer independently (e.g., turning it on, finding her file, copying work from the board).
• During a family and consumer education sewing lesson, Mary Kay works on the math skills of 1:1 correspondence and counting by distributing spools of thread, bolts of fabric, and direction sheets to members of her group. She also works with a partner to iron finished products and package them for sale in the school store.
• Todd works on his cane skills as he moves through social studies learning stations. At each of the stations, he also practices using his new augmentative communication device by asking peers pre-programmed content-related questions.
• While students in the geometry class are learning the concept of Pythagorean Theorem , Ben and a few peers are creating a classroom bulletin board of careers related to the study or use of geometry. Ben is using the internet, the library, and interviews with teachers to gather information.
• During an English lesson on the use of symbolism in John Steinbeck's, Grapes of Wrath , Shelly listens to the lecture while she works with a team to create props for classroom skits related to the novel. This activity allows Shelly to address a vocational goal of learning about theater-related jobs.

Overlapping can be a useful tool but should be used with caution. In today's standards-based climate, students with disabilities should be given as many opportunities as possible to access (if not always master) general education content. Overlapping should only be used, then, when the content is very difficult to adapt successfully, when a student is not expected to access some aspect of the general education content, and/or when the chosen mode of instruction is not conducive to the student's learning style (and another adaptation cannot be made).

Further, if a teacher uses some form of overlapping, he or she should keep these guidelines in mind:

•  When possible, allow the student to participate in the same activities as other students while addressing unique goals

•  If another activity is warranted and seems appropriate, involve peers without disabilities as much as possible. For instance, if a student is going to write a newsletter for the health class on wellness (and opt out of some classroom lectures and related activities) throughout the year, have peers without disabilities take turns working on the newsletter as well

•  Always choose activities and tasks that are closely connected to the classroom curriculum and, when possible, that can be shared with other students or tied into the work of other students (e.g., having a student create a model of a volcano during a science unit on natural disasters & allowing him to share the product with the class)

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