Ed 4 Module 7 Components of Special and Inclusive Education 2

Ed 4
FSIE
COMPONENTS OF
SPECIAL AND
INCLUSIVE EDUCATION
(PART 2)
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
MODULE 7
Objectives
At the end of the chapter you will be able to:
1. Enumerate the processes involved in Child Find through
the pre-referral process
2. Identify the assessment tools, methods, and principles in
working with children with additional needs
3. Identify the different placement within a continuum
4. Compare accommodations and curriculum modifications
5. Identify ways how to involve parents as part of the home-
school collaboration
Module 7 (FSIE) JSJA

IV. ACCOMMODATIONS AND
CURRICULAR
MODIFICATIONS

A. Accommodations
➢Accommodations are supports provided to
students to help gain full access to class content
and instruction, without altering the curriculum
standards and competencies expected and to
demonstrate accurately what they know.
➢When accommodations are provided in a general
education classroom for children with disabilities,
barriers are removed from accessing education.
➢As a result, children can work around the effect of
their disabilities
A. Accommodations
➢Examples of accommodations are:
➢altering instruments,
➢toys or materials,
➢changing the room during specific activities,
➢instruments,
➢toys or materials,
➢changing the room during specific activities,
➢providing time extensions or allowances for tests
and tasks, and
➢changing response formats in worksheets.
A. Accommodations
➢Accommodations may be provided both
during assessment and instruction, depending
on the learning profile and needs of a child
and may vary in terms of presentation,
response, setting and scheduling (Beech 2010)

1. PRESENTATION
ACCOMMODATIONS

➢Children with disabilities may need specialized
presentation formats especially those with
sensory impairments so they can learn the
same content alongside typically developing
peers.

Accommodations in Presentation
Learning Needs Examples of Accommodations
Visual support ❑Minimize visual distraction
❑Visual cues (e.g. use color-coded text,
highlighting)
❑Use of larger print materials (font size,
illustrations)
❑Use of sign language
❑Videos with closed captioning

Auditory and ❑Read aloud by a peer

comprehension ❑Audio books
support ❑Digital text that reads aloud or give definition
of words
❑Text-to-speech software
❑Advance organizer or story guide
❑Highlighting or color coding

Listening and ❑Advance organizer

focusing ❑Explicit verbal or visual cues; physical
prompts
❑Repeat/Clarify directions and important
information
❑Note-taking support
❑Copy of directions

2. RESPONSE
ACCOMMODATIONS

➢Response accommodations allow students
with disabilities and additional needs a variety
of ways to complete assignments, written
tests, performance tasks, and other activities.
➢Providing such instructional and assessment
supports allows them to access the same
learning experiences as other students in a
general education classroom.

Response Accommodation
Writing difficulty ❑Different size/diameter of pencil, marker or

(e.g. errors in crayon
spacing, visual- ❑Pencil or pen grip (triangular, pear-shaped)
perceptual or ❑Scribe to record dictated responses
spatial- ❑Finger spacer
orientation, ❑Handwriting template/guide on the student’s
illegible desk
handwriting) ❑Visual cues on paper
❑Different types and size of paper
Written ❑Electronic dictionary with spell check

expression ❑Online dictionary
difficulty ❑Word processor with spelling and grammar
check
❑Writing cue cards
❑List of sigh words
❑Writing templates, outlines and graphic
organizers

Math difficulty ❑Calculator

❑Concrete models and manipulatives
❑Visual representation
❑Problem-solving guides
❑Graphic organizers
❑Special paper-graphing paper for
computation

3. SETTING
ACCOMMODATIONS

➢Changes in the location or conditions of the
educational setting or environment may be necessary
for students who need support in terms of behavior,
attention, and organization of space and materials.
➢Accommodation in a setting may allow a child who
gets easily distracted to work in a quiet corner of the
classroom in his own study carrel so that he will not
be sidetracked by environmental stimuli.
➢Or a child who is still unable to read fluently may be
allowed to take a silent reading comprehension test in
another room with a supervising adult just so she
could hear herself read aloud which helps her better
understand the story.
4. SCHEDULING
ACCOMMODATIONS

➢Changing time allotment, schedule of tasks
and assessments, and management of time
are some types of scheduling
accommodations.
➢Students with slower ability in processing
information and directions well as with
focusing issues may need these types of
accommodation.

➢Some examples of accommodation that can
modify scheduling are
1. Extending time for assignments and
assessments
2. Providing breaks in between tasks
3. Providing a visual schedule or a checklist of
individual responsibilities
4. Providing predictable routines and procedures
5. Providing an electronic device with alarms and
cues.
4. SCHEDULING
MODIFICATIONS

➢Curriculum modifications are provided for students
with significant or severe disabilities where content
expectations are altered, and the performance
outcomes are changed in relation to what are
expected of typically developing students of the
same age (DEC 2007).
➢When instruction and assessment are modified, a
student with disability is still given the right to
access the same learning opportunities as other
students in the general education class, but the
tasks are more respectful and appropriate to the
student’s abilities and needs.
➢Curricular modifications include changes in
instructional level, content and performance
criteria, as well as the breadth and depth of
content being learned by students.
➢Students with disabilities or additional needs may
be given more, less, or different content and
resource materials altogether.
➢They may also be assessed using different
standards that are more appropriate to the
student’s needs and abilities, such as being
provided with fewer objectives, shorter lessons, or
a smaller number of vocabulary words to learn.
➢Educational teams responsible for
instructional planning may indicate curricular
modifications in the student’s Individual
Educational Plan (IEP).
➢Such modifications are needed so that
students also have access to the general
education curriculum.

V. PARENT INVOLVEMENT

➢It has long been established that parent
involvement in education, planning, and
management of children with disabilities and
additional needs is essentials as they are the
primary caregivers and have direct influence
on their children.
➢This is anchored on Bronfenbrenner's Human
Ecological theory, which states that there are
five environmental systems that comprise a
child’s social context.
➢Parent involvement has been found to be
directly related to academic achievement and
improvements in the school performance of
children.
➢Educational support and collaboration with
teachers have been found to promote child
success in school (Reschly & Christenson 2009)

A. HOME-SCHOOL
COMMUNICATION

➢To establish partnerships, problem-solving,
two-way communication, and shared decision
making are some of the practices needed.
Communicating with parents may be done in
several ways.

1. Parent-Teacher Conferences
➢Parent-teacher conferences are face-to-face
meetings held between parents and teachers.
➢This will be able to share about their child’s
background, strengths and abilities, history of
difficulties, and practices they have been
implementing at home as well as interventions
done with other specialists.
➢One best practice is to hold a meeting with
parents at the beginning of a school year as part
of goal setting for the student with a disability.
1. Parent-Teacher Conferences
➢In this way, both parents and teachers can set
expectations for the year and agree on goals and
objectives for the child.
➢This is also a good opportunity for teachers to
establish rapport with parents.
➢Conferences are also held after grading period
(e.g. every quarter, trimester and semester) so that
progress, changes and results can be
communicated and discussed with parents and
agree on necessary action plans.
2. Written Communication
➢Home-school communication may also be
conducted through written messages, such as the
use of a home-school communication notebook,
where teachers and parents write homework
assignments, the students’ behavior in the
classroom, as well as progress on program goals.
➢A written communication may be time consuming
but some parents prefer this form of collaboration
as the messages are documented and they can
provide a copy to a developmental specialist when
needed.
3. Digital communication
➢With the influx of mobile devices, many parents
and families are more able to communicate
through electronic and digital means such as
email, text messages, and social network
messaging systems.
➢It is instant and real-time, parents and teachers
are immediately able to receive messages and
updates about the student.
➢However, drawbacks can also occur such as when
both parties are not mindful of parameters in
communication; hence, it is necessary that parties
agree on certain boundaries in order to be
respectful of everyone’s time and personal space.
4. Home-school contracts
➢A home-school contract contains an
agreement between teachers and parents
regarding behavioral and/or academic goals
for a student with disability.
➢Just like any formal contract, this is a written
agreement between teachers, parents and
students (when appropriate) on a specific
objectives and corresponding reinforcements
or rewards when they are met.
4. Home-school contracts
➢One example of a home-school contract is a Daily
Report Card, an individualized intervention used in
schools that is anchored on the behavioral
principles of operant conditioning.
➢The card indicates specific behaviors targeted for
a child with disability that are framed as positive
statements and targets for improvements.
➢The use of a daily report card has been found to
be beneficial in helping a child with Attention
Deficit Hyperactivity Disorder in school and in
promoting daily collaboration between teachers
and parents. (Moore et al. 2006; Mautone et al. 2012)
B. OTHER WAYS TO INVOLVE
PARENTS

➢Parents also have strengths, abilities, intuitive
knowledge and the commitment to help their
own child.
➢They become advocates of their own children.
➢To maximize their involvement, schools
provide other opportunities such as parent
education training, workshops and parent
support groups.
a. Parent education
➢It can take a form of providing seminars and
workshops to parents to equip them with a
better understanding of their child’s disability
and accompanying strengths, uniqueness as
well as specific techniques and strategies that
they can practice at home.
➢In this way, parents become educated in
evidence-based approaches so that there will
be continuity in the practices implemented
between the home and school.
b. Parent support groups
➢This is also helpful as parents are able to ask
other parents about tips and techniques to
work with their children.
➢Through such groups, parents can draw
support from one another during meetings as
they share techniques and strategies, even
frustrations and successes about their
children.

Ed 4
FSIE
COMPONENTS OF SPECIAL
AND INCLUSIVE
EDUCATION
ACTIVITY NO. 5
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
YOU CAN TYPE YOUR ANSWER IN ANY WORD APPLICATION OR
WRITE YOUR ANSWER IN A WHITE BOND PAPER (PLEASE WRITE
LEGIBLY) TAKE A CLEAR PICTURE AND SUBMIT/UPLOAD IT ON OUR
GC CLASSWORK. AFTER UPLOADING YOUR ACTIVITY, CLICK OR TAP
“DONE” “TURN IN” OR “HAND IN” ON YOUR GADGET. PLEASE BE
DEFINITE WITH YOUR ANSWER.
PLEASE ACKNOWLEDGE YOUR REFERENCES.

1. What are the different processes as well as strategies
used in the pre-referral system in an inclusive
school?
2. What are the different assessment methods and tools
used to identify the strengths, abilities, needs and
placement of children with disabilities?
3. How are accommodations different from
modifications?
4. Why should parents of children with disabilities be
involved in the process of planning and decision
making? Module 7 (FSIE) JSJA
Assessment
Rubrics for each answer.
Criteria Points
Answer/Argumentation/Ex 2 pts
planation
Personal Insights 2 pts
Completeness of the 1 pt
answer
TOTAL 5 pts x 4 = 20 pts

Ed 4 Module 7 Components of Special and Inclusive Education 2

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Ed 4

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Auditory and ❑Read aloud by a peer

Module 7 (FSIE) JSJA

Listening and ❑Advance organizer

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Writing difficulty ❑Different size/diameter of pencil, marker or

Written ❑Electronic dictionary with spell check

Module 7 (FSIE) JSJA

Math difficulty ❑Calculator

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

Module 7 (FSIE) JSJA

PLEASE ACKNOWLEDGE YOUR REFERENCES.

Module 2 (FSIE) JSJA

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