Presentation will share a framework for analyzing the cognitive, social, and academic demands of lessons in the general education classroom in relation to the strengths and needs of individual students with disabilities so that adaptations can be developed. The framework will be useful to general and special education teachers to support inclusion, and can be utilized by students with disabilities themselves through meta-awareness and self-advocacy. During this session, participants will identify social, academic, and cognitive expectations of curriculum and instruction in lesson examples from the general education classroom During this session, participants will identify barriers experienced by individuals with disabilities to access learning objectives from curriculum and instruction as shown in lesson examples from general education classrooms During this session, participants will learn strategies for developing individualized adaptations to learning objectives from curriculum and instruction in general education classrooms At the end of this session, participants will use case studies of students with disabilities in general education classrooms to apply skills learned for identifying expectations and determining barriers to learning, then strategies for developing adaptations. At the end of this session, participants will have a framework to take back to schools that will support the application of skills and strategies for differentiating lesson objectives, and adapting curriculum and instruction for students with disabilities in general education classrooms. At the end of this session, participants will discuss ways this framework can be used to assist students with disabilities in identifying their own barriers to learning lesson objectives in general education classrooms, and being self-advocates of adaptations to curriculum and instruction.