FSIE Module 5

___ Prof Ed 4: Foundations of Special and Inclusive Education
Module 5
Inclusive Strategies through Curriculum Modifications

Introduction:
This module focuses on what we can do as general

education teachers who intend to make learning suitable,
available and achievable for students who are struggling with
grade level curriculum. Our goal in this module is to learn ways
by which we can adapt (modify) the general education
curriculum: by altering content, instructional methods, the
lesson’s level of difficulty or altering the learning goals. Without
modifications, students who are working below grade level will
remain to be marginalized and excluded.
Recall that in module 4, we learned about the different

ways to accommodate students in order to make the
curriculum accessible ---as in make students engaged and
participative despite their weaknesses, academic issues or
deficits.
Accommodations and modifications are all forms of adaptations necessary in an

inclusive classroom.
Learning Outcome:
In this module you are expected to present
adaptation strategies to make the
curriculum achievable for those who are
struggling in general education class.
Learning Objectives:
1. Differentiate accommodations from
modifications
2. Analyze sample strategies for knowledge
retrieval, comprehension, analysis, and
utilization of knowledge
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Let’s Discover!
For this module, we shall make use of Chapters 5, 6 and 7 of Nicole Eredics’ book on
Inclusion in Action: Practical Strategies to Modify your Curriculum. This book was
particularly chosen because of its explicit examples.
Let us begin with this vignette from an inclusive educator:
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ID- Intellectual Disability
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Take a break from reading and listen to this podcast with Nicole Eredics at
https://anchor.fm/think-inclusive/episodes/2-Nicole-Eredics--The-Inclusive-Class-e1okn2
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Summary Notes for this section
To learn more about the differences of the two concepts, you can also view this lecture on
YouTube https://www.youtube.com/watch?v=w3znfsNBSuw
Try These!
Part I. This activity comes from https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_activities/independent/IA_Accommodations_versus_Modifications.pdf
Direction: Read about the students below and decide whether the adaptation described is an
accommodation or a modification. Justify your responses.
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ANSWERS Justifications
a.
b.
c.
d.
e.
f.
g.
Part II. Direction: Determine whether the statement is TRUE or FALSE. Have your answer in the column allotted
for ANSWERS.
STATEMENTS ANSWER
1. Curriculum modifications are also important in multi-grade classes.
2. Changing the expected output is a form of curriculum modification.
3. When the expected output for an assignment is modified, then a different set of grading
criteria should be used.
4. When a child with intellectual disability was required to write only 5 words instead of 20,
this is a way of limiting the child’s opportunity to develop and showcase his/ her innate
potential.
5. Curriculum modification is done solely by special education teachers.
6. If the modified curriculum is within the students’ zone of proximal development, there is
good reason for teachers to provide support and inclusive instruction.
7. Curriculum modifications are measured and reflected in students’ IEPs (individualized
educational plan).
8. According to Salisbury, the most inclusive lesson is one that uses different activity,
different objectives and different materials for students in one classroom.
Read the next section for the other exercises in this module.
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Section II
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In the Philippines, we use the CORE CURRICULUM COMPETENCY FRAMEWORK developed
by the Department of Education.
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Try These!
Part III.
Direction: Let us experience PRODUCTIVE STRUGGLE. Study the new taxonomy proposed by Marzano and
Kendall. Look at the set of words in a group, and decide which word DOES NOT belong in the group. Cross out
the word or 1 set of words that do(es) not seem to belong in the group and explain why.
WORDS from the new taxonomy on the cognitive systems EXPLANATION

1 MATCH - CLASSIFY - ANALYZE - RECALL - GENERALIZE
2 How did I feel? --- Did I do well? – What if I try this? – Is this
important for me?
3 use knowledge – investigate – retrieve –experiment –decide
4 use models -- label – illustrate --- draw ---diagram
5 sort – assess – edit – diagnose --- critique
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Sample Curriculum
Modifications
There are several strategies mentioned in this chapter but only a few were selected and cited
here.
A. Strategies for knowledge retrieval
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B. Strategy for Comprehension
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C. Strategy for Analysis
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D. Strategy for Knowledge Utilization
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Let’s Apply!
Direction: The previous sections showed you how to modify curriculum by altering the expected
outcome/ output, the content, instructional method, or even the level of difficulty. How will you
use the lessons you learned in this module if …
a. You are teaching a group of 30-35 students (in your chosen grade level/ area of
specialization)
b. Two of them are unable to achieve the most desired learning objectives (outputs)
Do a 3-minute oral (video) presentation of your strategies (e.g., modifications, accommodations,

interventions, etc.). Indicate your objectives or your expected learning outputs. Tell me how you
will accommodate and modify the curriculum for the two students in your class who are struggling
academically.
Criteria for evaluating your presentation:

a. Clarity in presenting your objective or expected learning output
b. Specificity in the modifications and or accommodations to use (i.e., use specific
examples)
c. The appropriateness of the strategies to the grade level of the whole class and of those
with learning needs
d. Confidence and spontaneity of the presenter
e. The depth of your personal reflection: why is inclusion important to you?
Reflective Analysis
WHAT DO YOU THINK?
[Your reflection shall be incorporated in the oral presentation: why is inclusion important to you?]
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References
1. Halal, C.N, Ligon, C.M., Padilla, C.S., & Yuson, M.A. (2020). Foundations of special and inclusive education, 1st Ed.
Manila City: REX Publishing.
2. Abery, B.H., Bulat, J., Hayes, A.M., Macon, W., & Ticha, R. (2017). School and Classroom Disabilities Inclusion Guide
for Low- and Middle-Income Countries. RTI Press
3. Inciong, T.G., Quijano, Y.S., Capulong, Y.T., Gregorio, J.A. & Gines, A.C. (2016). Introduction to Special Education,
Rex Book Store, Quezon City, Philippines
4. Hornby, G. (2014). Inclusive Special Education: Evidence-Based Practices for Children with Special Needs and
Disabilities, Springer Science+Business Media, New York.
5. Heward, W.L. (2013). Exceptional Children: An Introduction to Special Education, 10th Ed., Pearson Education, Inc.,
USA.
6. Rapp, Whitney H. & Arndt, Katrina L. (2012). Teaching Everyone: An Introduction to Inclusive Education, Brookes
Publishing, Baltimore.
7. Kauffman, J.M. & Hallahan, D. P. (2011). Handbook of Special Education, Routledge, New York, NY.
8. Farrell, M. (2009). Introduction to Special Education. John Wiley & Sons, Ltd.
9. Stubbs, Sue (2008). Inclusive Education: Where there are few resources, The Atlas Alliance, Oslo, Norway.
10. Friend, M. (2007). Special education: Contemporary perspectives for school professionals. 2nd Edition. Pearson
Education Technologies: Allyn and Bacon Publishers. MA: Boston.
11. Toolkit on Disability for Africa- Inclusive Education – Module IV
12. Jackson, R.M. (n.d.). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design
for Learning National Center on Accessing the General Curriculum.
Compiled by:
Jun P. Dalisay, LPT, RGC, Ph.D.-Psy

Maria Charmaine R. Gaa, LPT, MA-SPED
Jacquelyn Rose A. Fajilagutan, LPT, MAEd-GC
Charry F. Mayuga, LPT, MA-Psy
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___ Prof Ed 4: Foundations of Special and Inclusive Education

Inclusive Strategies through Curriculum Modifications

This module focuses on what we can do as general

Recall that in module 4, we learned about the different

Accommodations and modifications are all forms of adaptations necessary in an

Let us begin with this vignette from an inclusive educator:

Summary Notes for this section

WORDS from the new taxonomy on the cognitive systems EXPLANATION

3 use knowledge – investigate – retrieve –experiment –decide

4 use models -- label – illustrate --- draw ---diagram

5 sort – assess – edit – diagnose --- critique

A. Strategies for knowledge retrieval

A. Strategies for knowledge retrieval

A. Strategies for knowledge retrieval

B. Strategy for Comprehension

C. Strategy for Analysis

D. Strategy for Knowledge Utilization

Do a 3-minute oral (video) presentation of your strategies (e.g., modifications, accommodations,

Criteria for evaluating your presentation:

Jun P. Dalisay, LPT, RGC, Ph.D.-Psy

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