photo of young girl with disability
When planning instruction for students with disabilities, the Individualized Education Program (IEP) team must provide access to the general education curriculum.  Most students with intellectual disabilities will be instructed and assessed on grade level, standards-aligned eligible content.  For a very small number of students with intellectual disabilities, prioritized content, known as alternate eligible content (AEC), may be necessary. This page provides resources and supports related to Reading instruction and assessment on grade level, standards-aligned AEC. 

If an IEP team determines a student to be eligible for the PA Alternate System of Assessment (PASA), the student will be assessed on prioritized Reading AEC.  The Reading AEC developed by Pennsylvania stakeholders was State Board approved on November 24, 2015.  Students assessed on the PASA must have an IEP that contains goals and objectives.  IEP teams are encouraged to visit the website page on the Essentialization Process, which provides further information on developing meaningful learning targets and reducing complexity of the AEC.    


As an educator, administrator, or parent, the following resources will be helpful in planning Reading instruction.