HomePublicationsTILTed PedagogySection 4 Chapter 14: TILTed Lesson Plan Adaptation Project: Supporting Teacher Candidates to Create a Systematic Classroom Environment for K–6 Students with Disabilities Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16About the Contributors Book Resources Open access PDFdoi.org/10.36284/celelon.oa12Winter 2026Metrics: 161 views Jeong il ChoThe Council for Exceptional Children’s Professional Preparation Standards identify knowledge and skills in classroom environment adaptations as an essential expertise area special education teachers must master for effective practice for K–6 students with disabilities. However, at curriculum development meetings for a university introductory-level special education course, instructors continuously described their challenges in coaching future teachers to develop quality and systematic adaptations of instruction for K–6 students with disabilities. This chapter describes the TILTed Lesson Plan Adaptation Project, providing transparent and clear guidelines for this extensive, complex, and essential endeavor. A six-step process designed to support the TILTed Lesson Plan Adaptation Project is also described. The Systematic Approach for Adapting the Learning Environment Model (Wood 2005) and how it can be incorporated in the TILTed Lesson Plan Adaptation Project are presented. The chapter also explains how the TILTed assignment components can be integrated into other courses and disciplines. Related Book ResourcesThese resources offer practical materials and supporting frameworks to help educators implement and adapt the TILTed Lesson Plan Adaptation Project. TILTed Assignment Guidelines in Multiple Representations The Written Instructions [PDF] [Word] provide step-by-step instructions for completing the Lesson Plan Adaptation Project, including pre-assessment, guided practice, peer review, revision, and presentation activities. The Lesson Plan Template [PDF] [Word] guides teacher candidates in developing and documenting adaptations for students with disabilities across learning environments, instruction, materials, and assessment. The Grading Rubric [PDF] [Word] evaluates candidates’ lesson plan adaptations, including their understanding of student needs, quality of adaptations, and supporting rationales. Supporting Frameworks CAST Universal Design for Learning (UDL) Guidelines provide a framework for designing flexible learning experiences that address learner variability and support access, engagement, and participation. The Systematic Approach for Adapting the Learning Environment (SAALE) Model informs the TILTed Lesson Plan Adaptation Project by providing a structured approach for identifying and implementing instructional adaptations. See:Wood, Judy W. 2005. Teaching Students in Inclusive Settings: Adapting and Accommodating Instruction. 5th ed. Merrill/Prentice Hall. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? References Wood, Judy W. 2005. Teaching Students in Inclusive Settings: Adapting and Accommodating Instruction. 5th ed. Merrill/Prentice Hall. Cite This Chapter il Cho, Jeong. 2026. “TILTed Lesson Plan Adaptation Project: Supporting Teacher Candidates to Create a Systematic Classroom Environment for K-6 Students with Disabilities.” In TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning in Higher Education, edited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg. Center for Engaged Learning. https://doi.org/10.36284/celelon.oa12.14. Share:
