In eligibility for special education, which scenario indicates a curriculum modification would be necessary?

• A. Amanda, who has suffered a mild brain injury but who shows no evidence of disability and performs well in the classroom
• B. Tom, who has an emotional disability and for whom classroom interventions have not been successful
• C. Sandra, who has a behavioral disability and needs a more structured classroom environment
• D. Alonzo, who has a learning disability that would require the school's curriculum to be modified in order for him to progress

Answer: (D)

Curriculum modification is required when a student cannot progress with the grade‑level content, even with supports, so the actual material or standards must be changed to match the learner’s abilities. In the scenarios given, the one describing a learning disability that would necessitate altering the school’s curriculum to enable progression clearly fits this need. The other situations describe supports or structures that do not involve changing what is being taught—one student doesn’t have a disability and functions well, another’s emotional disability has not been helped by interventions (which calls for further evaluation and different supports rather than curriculum changes), and the third notes a need for a more structured environment for behavior management rather than a different curriculum content.