Curriculum is an essential element in Individualized Education Program (IEP) development, which has often been left to special education teachers unequipped for the task. A lack of district-wide curriculum foundations leads to haphazard decision-making. Teachers have often relied on their own content biases, speculations, and standardized tests for evaluation. Curriculum projects and models do exist and need to be implemented districtwide to form a common curriculum base. The 6-S paradigm differentiates the instructional process so that constituent elements may be examined independently before their interaction is studied. In this model, someone teaches something to somebody, somehow, somewhere, sometime. Such models are necessary because teachers need to use curriculum as an objective means for evaluating and adapting instruction based on ongoing assessment of student progress. They also need to provide instruction that is integrated across subject areas, allowing students to build a knowledge base for future learning. Special education programs need to provide continuity through a developmental and relevant progression of content. A 17-item bibliography is included. (LMM)