Today’s classrooms are increasingly full of diverse learners with a spectrum of personalities, cultural identities, and ability levels. There is much to say about why “all students should have access to Project Based Learning” as Bob Lenz, the executive director of PBLWorks writes in his blog, Project-Based Learning With an Equity Lens. This is a soapbox on which I have a tendency to find myself, even by accident, because I passionately believe it and have seen it in action. But, this post is about how to give all students access to PBL.

As you can imagine, that is a huge topic. Today, I’ll focus more narrowly on adapting curriculum within project design as a means to provide access to PBL. While these ideas may only apply directly to specific students with modifications and accommodations designated in their IEP, the resources provided can also be used to create supplemental materials for students who are not yet identified, learning English as a second language, below grade level, or otherwise struggling.