10/07/2026
Did you know Alabama does not mandate or dictate a specific commercial or service industry curriculum in its public schools for students with intellectual or developmental disabilities at any age. Instead, the Alabama State Department of Education (ALSDE) mandates the educational standards that must be taught, while leaving the choice of specific curriculum materials and textbooks up to local school districts or Individualized Education Program (IEP) teams.
The state framework varies by the student's age and the severity of their disability:
1. Preschool and Early Childhood (Ages 3–9)
For young children experiencing developmental delays, Alabama provides the Alabama Standards for Early Learning and Development (ASELD). State guidelines explicitly clarify that these standards are a framework to guide learning, but they are not a mandated curriculum. IEP teams or local preschool providers select or adapt their own instructional tools to meet these benchmarks.
2. School-Aged Students (K–12)
How curriculum and instruction are handled for school-aged students depends on the severity of the intellectual or developmental disability:
• General Education Curriculum with Accommodations: Students with mild-to-moderate intellectual or developmental disabilities are expected to learn the standard Alabama Course of Study. The state does not mandate a separate curriculum for them; instead, teachers use the ALSDE Curriculum Guides to apply accommodations, modifications, and specially designed instruction to make the general education curriculum accessible.
• Alabama Alternate Achievement Standards (AAS): For the roughly 1% of students who have the "most significant cognitive disabilities" (typically defined in Alabama as an IQ of 55 or below alongside major adaptive deficits), the state mandates the use of Alternate Achievement Standards (AAS) for core subjects.
• While the AAS dictates what reduced-complexity concepts must be taught (e.g., AAS: Reading or AAS: Math) so students can earn an Alternate Diploma pathway, the state still does not mandate a specific curriculum or program to teach them.
• Local school districts independently choose which curricula to purchase to meet these state standards (popular district choices include commercial systems like the Unique Learning System (ULS) or n2y).
3. Transition and Secondary Education (Ages 16–21)
By age 16, Alabama mandates that a student's IEP include specific transition goals. Instruction must align with Alabama's Transition Standards, seen here: Alabama's Transition Standards provide the mandatory framework for secondary transition planning in Individualized Education Programs (IEPs) for students with disabilities.
Core Requirements & Timeline
• Target Population: Students aged 14 through 21 with disabilities.
• Start Age: Required in the IEP by age 16 (or entering 9th grade, per ALSDE guidelines), with early transition/self-determination discussions starting at 12–13.
• Legal Basis: Governed by federal IDEA 2004 and the [Alabama Administrative Code (Rule 290-8-9-.05)](index:0.6.3, 0.6.5, 0.6.10).
• Age of Majority: Rights transfer to the student at age 18; the IEP must note notification by age 18 (age of majority in Alabama is 19).
• Duration: Services continue through age 21 or until earning a regular high school diploma.
Transition Domains & Goals
Transition goals must be measurable, based on age-appropriate assessments, and written to Alabama’s Transition Standards across core areas:
• Training & Education: Postsecondary education, vocational training.
• Employment: Competitive integrated employment, pre-employment skills.
• Independent / Adult Living: Daily living skills, community participation, behavioral/social skills.
Support & Framework
• Taxonomy: Aligned with the Taxonomy for Transition Programming (practice categories).
• Interagency Collaboration: Involves school districts (LEAs) and external partners like the Alabama Department of Rehabilitation Services (ADRS).
• Guidance Tools: Supported by state resources like the EngageAL App and ALSDE transition guidebooks. While focusing on community-based vocational training, independent living, and life skills, organizations like Arc of Alabama https://thearcofal.org/
& APEC https://alabamaparentcenter.com/web/ provide guidance. Again, the specific curriculum used to teach these vocational and daily living skills is determined at the local district level rather than dictated by the state. Tell us what you think about this!
Click Here to check out the website for the Independent Futures That Work! Helping kids and families with transition. This project is for transitioning youth and their families. Click Here to view services in AL. Supporting Alabama parents The Alabama Parent Education Center (APEC) is a non-profit 5...
