Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Elizabeth Currin
Abstract
Special education teachers are responsible for differentiating instruction so students with disabilities can access the general education curriculum and meet their IEP goals. The Individuals with Disabilities Education Act requires that students eligible for special education receive specially designed instruction aligned with their individual needs, yet at the time of this qualitative action research study, I served as a special educator in a district that mandated the use of scripted curricula for math and language arts. To resolve this problem of practice, I sought to understand elementary teachers’ lived experiences with the scripted curricula, including their effectiveness for students with disabilities and impact on teacher autonomy. Grounded in Giroux’s critique of the industrialization of education and emphasis on critical pedagogy and Tomlinson’s theory of curriculum differentiation, I worked with a subset of third-grade teachers to create lessons that maintained the curricular objectives while allowing for real-world connections, critical thinking, and interaction. Pre–post interview and observation data highlight how balancing fidelity with collaborative differentiation of scripted curricula can improve student engagement through student-centered learning experiences. Empowering teachers to use knowledge of students to plan lessons that meet individual learning needs benefits students with disabilities, as well as their peers.
Rights
© 2026, Julie Elizabeth Broad
Recommended Citation
Broad, J. E.(2026). When One Size Does Not Fit All: Helping Teachers Adapt Scripted Curricula for Students With Disabilities. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8801