Available to me are the diagnostic reports of my students that have evaluated their learning disabilities. It lists each one’s strengths and weaknesses. I planned my curriculum around these learning differences and formulated goals for them such as developing the necessary skills they need in their practical lives. Collectively, my students have difficulties in reading specifically: having a difficult time in comprehension, difficulty in remembering details, comprehends at only a very literal level, difficulty in inferential comprehension, sequencing of events, and vocabulary. One student has difficulty writing his ideas on paper. Such learning disabilities have caused some of them to have poor self-esteem and inadequate social skills. However, these adults are high functioning in their daily lives. Some of them have their own families, most of them hold jobs and all of them have no difficulty in verbal communication.I have designed a curriculum that aims to meet my students’ needs and help them achieve their goals in this class. It is a literacy program that is based on the Whole-Language Approach method. I believe the strategies I have chosen were effective in drawing out the strengths of my students and improve on their weaknesses. My module is literature-based, and although most of the stories I will be using in the duration of this course are children’s stories, they should not be underestimated as a lot of rich concepts and activities may be harvested from them. Such activities are bound to develop the necessary skills my students need to achieve their goals.My class usually begins with a brief synopsis of a story read as homework. We unlock some vocabulary words to make sure everyone understands the story. Then they are grouped in two’s or three’s to have a more thorough discussion of a particular theme within the story. Each group is assigned a different theme so that they can altogether contribute different ideas when they get back together for a class discussion.