Students with significant cognitive disabilities need opportunities to interact with original text to ensure language development and comprehension of grade-level content. When the grade-level text is not accessible in its original form, an adapted text may be needed. Alternate texts are not necessary within an inclusive classroom. Instead, educators can collaborate with one another to find existing accessible options, or to create them when they are not available. This TIPS explains ways teachers can adapt the text and provide scaffolding to ensure each and every student is provided access and opportunity to meet grade-level learning expectations.