Curriculum modification strategies, particularly curriculum adaptations and augmentations, have been identified as important to enable learners with disabilities to achieve access to and progress in the general curriculum. There is, however, relatively little research on the effect of these strategies with students with intellectual and developmental disabilities. The purpose of this paper is to examine curriculum adaptation and augmentation strategies that might promote student involvement and progress in the general curriculum for students with intellectual and developmental disabilities, and to provide recommendations with regard to how such augmentations might be modified to be more appropriate for use with this population. (Contains 1 table.)