| Sumario: | Background and Aims: Students with intellectual disability benefit from high‐quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence‐based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability. Results: Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed. Conclusions: We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings. Summary: Observing classrooms can help us understand how people with intellectual disability learn and what they need.Some tools that researchers use to observe classrooms need changes to be useful for students with intellectual disability and their teachers.Teachers and researchers can make careful changes so that the tools are a better fit.
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