ABSTRACT
For a number of students, schoolwide and classwide interventions are not enough, even with the provision of small-group and some individual instruction. Some students may be receiving a number of accommodations from a teacher who is differentiating the content, process, and product, while integrating instruction of social and emotional curricula. A number of students will still need a more detailed analysis of their social, emotional, and behavioral needs, followed by an individual plan. Therefore, this chapter is about how plans are developed to meet an individual child’s social, emotional, and behavioral needs. A very small number of students will need an alternate, functional life skills curriculum, and will be removed from the requirement to take standardized state tests. Some states have different curricula and requirements for teaching children who are highly gifted.
