Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Research
Special Education Program

FLEXIBLE LEARNING ACTIVITY #5

SPED 541: Instructional Systems for Children with Intellectual Disabilities

3rd Trimester, School Year 2017-2018

Submitted to
Teresita G. de Mesa, Ed. D.
Professor

Submitted by
Mary Rosedy A. Detayson
MAEd in Special Education (I.D. Stream)

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 Week 5. Program and Orientation Model to Accommodate Children Intellectual Disability

Introduction

One of the goals of special education is to build a bridge that would allow children with disabilities to

have their educational instruction from the most restrictive to the least restrictive environment, which is the

general education classroom. It is believed that children with disabilities develop more of their potentials when

they interact with their typical peers as early as possible, and that is when early intervention occurs.

Technically, a student could have access to the general curriculum in settings other than the general classroom.

However, IDEA 1997 indicates a strong preference for including students with disabilities in typical education

settings, and there are clear benefits in doing this for students with mental retardation to gain access to the

curriculum.

IDEA regulations define the term ‘general curriculum’ as referring to “the same curriculum as for

nondisabled children” (Federal Register, 1999, p. 12592). Specifically, one must interpret the general

curriculum as the formal curriculum adopted by state and local education agencies; a curriculum usually

designed under the auspices of standards-based reform efforts across the country.

I. Curriculum Modification

Modifying existing general curriculum has been an effective way to create more accessible learning

environments to support all students and their teachers in various educational contexts. There are many terms in

use regarding changes made to curriculum, such as enhancements, accommodations, overlapping, and

adaptations. We differentiate curriculum modification from curriculum enhancement for the purposes of this

paper. In this way, we can clarify the definition and nature of curriculum modification to emphasize its

effectiveness in improving education for all children and to provide vivid examples and useful resources which

will enrich actual classroom practices for diverse learners.

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 Curriculum modification differs from curriculum enhancement in that modification is a more extreme

alteration to the curriculum than that of an enhancement. Modifications are considered for students whose

special needs are such that they are unable to access the curriculum (i.e. students with limited awareness of their

surroundings, students with fragile mental/physical health, students medically and cognitively/multiply

challenged). Modifications involve combinations of altered content, conceptual difficulty, educational goals,

and instructional method versus building scaffolding and bridges between existing curriculum and people

involved in the educational process. Such differentiation between curriculum modification and curriculum

enhancement is based on ranging degrees in which our educational approach becomes distinct from or

maintains the similarities to existing general curriculum. In other words, educational practices in which student

and teacher interactions differ from those designed in existing general curriculum are present to a greater extent

when curriculum is modified than when enhanced.

There is no single definition for curriculum modification that exists. Many researchers offer many

definitions from various fields of discipline. In other words, the practice of curriculum modification has been

discussed in different languages by many researchers from various specialty areas in education. For instance, in

addition to the most frequently used terms, accommodation and adaptation, some use terms such as alteration,

differentiation, change, revision, enhancement, compacting, integration, and scaffolding to discuss teaching

events involving curriculum modification.

A modified program has learning outcomes which are substantially different from the prescribed

curriculum, and specifically selected to meet the student's special needs. The components of curriculum

modification are well categorized by King-Sears (2001) into four types: (a) accommodation, (b) adaptation, (c)

parallel curriculum outcomes, and (d) overlapping curricula. Switlick (1997) explains that the purpose of

modifying curriculum is “to enable an individual to compensate for intellectual, physical, or behavioral

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challenges” and to create learning environments which “allow the individual to use existing skill repertoires

while promoting the acquisition of new skills and knowledge” (p. 236).

II. Curriculum Adaptation

Curriculum adaptation is an ongoing dynamic process that modifies and adapts the prescribed

program of studies to meet the learning requirements of a student with special needs. It enables the

teaching team to welcome learners of all abilities and ensures that every student is challenged to learn.

Inclusion of a student with special needs is the collective responsibility of the entire school

community, not the sole duty of the classroom teacher or education assistant. Curriculum adaptation is

needed in every part in the student’s day. Learning, socialization, independence and safety are assured

for the student when all school staffs are aware of their teaching roles in the classroom as well as in the

halls, library, gym, playground and lunchroom.

Adapted program retains the learning outcomes of the curriculum, but adaptations are provided

so the student can participate in the program. Adaptations do not change the rigor or expectations to the

curriculum at the student’s grade. Adaptations include changes like:

1. additional time to complete assignments or tests

2. preferred seating

3. changes in presentation of lessons such as oral and printed directions

4. tests read

5. alternate formats (e.g., Braille, books on tape)

6. instructional strategies (e.g., use of interpreters, visual cues and aids)

7. assessment procedures (e.g., oral exams, additional time,).

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 Adaptations can take the form of differentiated instruction, assessment and materials in order to create a

flexible learning environment. The framework for adapting lesson plans consists of a simple three-step formula

that is versatile and can be applied to all subjects. As these components are applied and become familiar, the

mysteries of curriculum adaptation will be solved.

1. Components of Curriculum Adaptation

1.1 Knowledge

In this step, identify what the student will learn. It is okay that this student’s knowledge goals are

different from those of the other students in the class. What is important is that the goals have

meaning for the student and that the knowledge gained will further his learning.

1.2 Process

In this step, identify how the student will be taught and what tools will be used. It is okay that this

student requires different materials and equipment than his peers. What is important is that the

necessary adaptations are in place to ensure that the process is not an obstacle to learning. An

example of “how” is reducing the number of items that the student is expected to complete on a test

or research topic. An example of “what” is providing the correct writing tools so the student is not

limited by fine motor skills and can persevere on the knowledge task.

1.3 Demonstration

In this step, identify how the student will demonstrate learning. It is okay that this student will

present what he has learned using different techniques (e.g., poster board versus essay) and

modalities (e.g., spelling with letter tiles rather than printing letters) to demonstrate both knowledge

and process. What is important is that the student can independently show or tell others what he has

learned.

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 Figure 1 displays a decision-making flowchart which can be used to conceptualize the process of

selecting and implementing curricular adaptations. It should be used as a tool for a team in determing an

individual student’s needs.

Figure 1. Decision-making Flowchart

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 2. Example of Subject Adaptation

Domain: Daily Living Skill

Competency: Managing Money
Sub-competency: Identify monetary denominations

Objectives Activities/ Strategies

Identify coins of different 1. Show coins of different denominations.

denominations (25c, P1, P5 and
P10) 2. Sort the coins according to denominations.

3. Use a sorting tray with the written value of each coin.

4. Present a series of flash cards showing the value of each coin.

5. Present a series of flash cards showing the value of coins.

6. Match coin with its printed value through different activities

as:

- A gross motor activity

– indoor obstacle game

- Board games

- Activity sheets

Identify bills if different 1. Show paper bills (play money/actual authentic bills) of
denominations P10, P20, P50,
P100, P200, P500, P1 000 different denominations.

2. Present a series of flash cards showing the printed value of

bills.

3. Match paper bill with its printed value.

4. Devise other questions or games that allow students to

identify a variety of coins and bills from memory

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 3. Example of a Thematic Lesson Plan

Class: Language Arts Unit: Author Study of Dr. Seuss

Student name: Corey Santos

Age: 8

Grade: 2

Parent/ Guardian: Ms. Anita Santos (0998-487-5120)

Classroom teacher: Mr. Sean Garrett

Inclusion support teacher: Ms. Bella Williams

Major standards, objectives and expectations for the unit:

1. Increase comprehension by rereading, retelling and discussion.

2. Determine the main idea in non-print communication.

3. Write, question and make observations about familiar topics, stories and new experiences.

4. Recognize personal preferences in literature.

Materials Items requiring accommodation and/or

Dr. Seuss books, formative reflective journal, modifications

summary sheet to be completed on each book, 1. Preview for prior knowledge

family response journal (homework), video 2. Picture schedule of activity

versions of Dr. Seuss books, computer- 3. Design with sentence stems

clarisworks program, biographical source 4. Create list of materials to locate

materials 5. Pictures for webbing

6. Picture checklist of process

Projects, supplemental activities and Items requiring accommodation and/or

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 homework modifications

1. Read 2 books – parent and child write in 1. Parent tips for activity

response journal 2. Assistance in selecting books

2. Choose 4 books from the list (one must

have a video)

3. Analyze for common themes

4. Analyze for a kindergartner then read

aloud to him/ her

Assessment(s) and final products. Items requiring accommodation and/or

1. Reflective journal entries modifications

2. Author project rubric of presentation 1. Reduce rubric to focus on thematic analysis

3. Self-assessment of kindergarten reading 2. Use pictures to support self-assessment

4. Portfolio selections

Source: PEAK Parent Center, Inc. 1999

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Synthesis and Reflection

Curriculum modification consists of potential benefits for not only the students who need special support

but also other students who learn in the same learning environment at any age level. For instance, general

education students may benefit from modified curriculum designed for students with behavioral problems in

general classroom settings. Through the increased positive behavior and learning productivity of those students,

other students in the same classroom may experience a more optimal learning environment and opportunities

for mutual understanding and more interactions. In another situation, integrating students’ linguistic and cultural

needs may provide other students with the opportunity to learn a new language and culture and may increase

their multicultural awareness and mutual respect. In short, when a particular group of individual students in a

classroom benefit from curriculum modification, there is a great possibility that other students receive benefits

as well. The mutual benefit can be planned as a shared goal as in the process of overlapping curricula, or such

shared learning can naturally occur in our everyday teaching.

As special educators, we need to make sure that the curriculum modifications and adaptations we make

are suited for our learners as it is a crucial part of their holistic development.

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 References

Association for Children with a Disability (2015). Examples of adjustments. Learning Together Resource.
Retrieved on February 21, 2018 from https://acd.org.au/examples-adjustments/

Hall, T., Vue, G., Koga, N. and Silva, S. (2004). Curriculum Modification. Wakefield, MA: National Center on
Accessing the General Curriculum. (Links updated 2014). Retrieved on February 21, 2018 from
http://aem.cast.org/about/publications/2004/ncac-curriculum-modification.html

King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with
disabilities. Intervention in School and Clinic, 37(2), 67-76. Retrieved ion February 21, 2018 from
http://www.iaea.info/documents/paper_1162a204e4.pdf

McFee, K. & Torrey, Z. (1992-1995). ABCs of inclusion. A VI-B project awarded to HPEC by the Kansas State
Board of Education

Peak Parent Center, Inc. (1999). Curriculum modifications and adaptations. Tools For Teachers. Retrieved on
February 21, 2018 from http://www.spannj.org/pti/Curriculum_Modifications_and_Adaptations.pdf

Special Education Guide (2013). Adaptations, Accommodations, and Modifications. Retrieved on February 21,
2013 from https://www.specialeducationguide.com/pre-k-12/inclusion/adaptations-accommodations-
and-modifications/

The Prep Program (1999). Chapter IV Curriculum Adaptation. EFFECTIVE TEACHING STRATEGIES FOR
SUCCESSFUL INCLUSION: A FOCUS ON DOWN SYNDROME. Retrieved on February 21, 2018
from http://www.dsnetworkaz.org/PDF/PREP/part_vi.pdf

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