“21st Century Inclusive Education Model: Effective Modification and Accommodation

Techniques that Work”

Deocares, Cheska Yvonne, Enemecio, Ferlyn & Georsua, Shemiah

University of San Jose-Recoletos

ABSTRACT

Keywords:

1.0 Introduction

The Sustainable Development Goal (SDG) 4 talks about Quality Education, which

promulgates equal and quality education. This indicates that inclusive education, regardless of

any limitations, provides quality and fair education for all, not just in the Philippines but also in a

global context. In the Philippines, there has been a problem in terms of a sudden educational

paradigm shift that has hindered learning and teaching in special education.

Techniques are what teachers apply to a student to help them learn and grow. Different

techniques can be used in an inclusive classroom, such as accommodation and modification. The

objective and goal of providing accommodations and modifications is to assist in the

establishment of equity so that the student may attain a certain goal. (Anzalone & Noordegraf,

2020). As specified by Volpitta (2019), accommodation can help kids learn the same material as

their peers. Time extensions and material modifications, according to Kim and Lee (2020), can

increase the likelihood of academic achievement and have a direct impact on test results.

According to Chan V in 2016, educational system accommodations for students might differ

significantly. Evidence-based practices are defined differently in educational systems than in

medical systems. Improving results and achieving previously stated goals are considered
successful in the educational system.While the modification is a technique where the content is

being modified and standards are being changed to meet students. In line with the study of

Volpitta,(2019), in modification, kids who are far behind their peers may need changes to the

curriculum they’re learning. Poor implementation of inclusive education was caused by

inadequate structural modification policy guidelines, poor attitudes of key stakeholders, poverty,

and a lack of teachers with special needs education training (Ireri et al., 2020). As the traditional

saying goes, special education is not just necessarily special; it is just good teaching, and good

teaching often means making appropriate modifications and accommodations. According to

Rudiyati et al. (2017), with the implementation of inclusivity, teachers' mentoring is still

necessary as a result, mentoring is required during implementation. From an inclusive primary

school teacher, teaching accommodations and modifications for children with learning

disabilities. As stated by Conventions on the Rights of Persons with Disabilities (CRPD) in 2017,

to ensure the right to inclusive education, all formal and informal educational institutions must

change their culture, policy, and practice to accommodate the many needs and identities of

individual students, as well as a commitment to remove the barriers that prevent this.

Accommodations are supported and services are provided to help a student access the general

education curriculum and validly demonstrate learning (Ferry, 2011). On the other hand, as

stated by Smith et al. (1995), modification generally refers to changes in policies that may affect

students with disabilities. In these literatures the researchers had a common theme which they

focus on definition of -accommodation and modification that direct about curriculum and

standards. According to a study given by the Individuals with Disabilities Education Act (IDEA)

in 2010, children with disabilities must participate in their state’s grade-level assessments to

determine their level of content mastery. Recognizing that disability has its impact, IDEA
permits children with disabilities to participate in large-scale assessment programs with

accommodation. The No Child Left Behind (NCLB) expressed that students with disabilities

(those covered under the Individuals with Disabilities Education Act or Section 504 of the

Rehabilitation Act) must be provided with the appropriate accommodation necessary to

participate in these tests. Accommodations and modifications are types of adaptations that are

made to the environment, curriculum, instruction, or assessment practices in order for students

with diverse educational needs to be successful learners and to actively participate with other

students in the general education classroom and in school-wide activities. (Callanta & Pendon,

2016). The causal theory holds that the transaction between the perceiver and the world should

be analyzed primarily in terms of the causal relation underlying that transaction (Grice 1961).

One version of the causal theory claims that a perceiver sees an object only if the object is a

cause of the perceiver's seeing it.

The instructional method is the most common finding in the numerous reviews of related

literature. The researchers noticed the study's gap. While actually playing the most important

function in assisting and molding learners, processes are rarely given enough attention. Special

education students have the opportunity to teach independent living skills. Few studies explicitly

focusing on modifications and accommodations that are effective in Cebu and the Philippines

have been conducted, according to a variety of studies. The researchers typically discover that

either accommodation or modification works, rather than really identifying the many actual

accommodation and modification strategies.

The study aims to find out the techniques in an inclusive education set-up that are being

used by special education teachers in terms of accommodation and modification. Specifically it

aims to (1)assess the level of implementation of accommodation and modification techniques in

an inclusive setting as perceived by the teachers and parents, (2) the level of satisfaction of

accommodation and modification techniques in an inclusive setting as perceived by the teachers

and parents, (3) the significant difference with the parents and teacher’s perception in terms of

level of implementation and level of satisfaction,and (4) the narrative experiences of teachers

and parents in the implementation of accommodation and modification techniques that work

today. This intends to design a 21st century inclusive education model that is appropriate yet

fitting today.

This study can help close the gap by assisting teachers with the best accommodation and

modification strategies to students in an inclusive education and whether specific approaches

have a positive effect on students' academic competency. The study is beneficial for teachers and

parents to know about the best accommodation and modification techniques which are timely

and relevant to assist children with special needs in further strengthen their skills and core

competencies.

2.0 Theoretical Framework

The Theory of Constructivism by Piaget (1936, 1950) and the Theory of Connectivism by

George Siemens (2005) mainly support this study.

Constructivism is a theory that states rather than passively absorbing information,

learners construct knowledge. People create their own representations and incorporate new

information into their pre-existing knowledge as they interact with the world and reflect on it

(schemas). Constructivism, according to Piaget, development is understood as an increase in the

complexity, mobility and systemisation of cognitive structures. Piaget saw thinking (the ability to

reason, connect ideas and solve problems) as the result of cognitive structures that are gradually
built within the brain as a result of direct exposure to and interaction with the environment.

Teachers play an extremely vital function. According to this theory, teachers serve as facilitators

rather than lecturers, helping students come to their own knowledge. This shifts the emphasis

from the lecture and the teacher to the student and their learning

Constructivism theory specifically implies students should be able to generate their own

knowledge through experience rather than relying on the knowledge provided by teachers.

Teachers and parents are the primary variables in this study for they are the conductors of

lessons and observers of their students. As a result, they should be the primary variables in this

study because they are the ones who will be able to answer specific questions about their

students' progress and what specific accommodations techniques are appropriate in each

situation.

Constructivism is concerned with the curriculum's strength and sanctity, as well as the

subordination of students' own evolving ideas (Akpan & Beard, 2016). All students must create

their own new skills and information. A modification usually refers to a change in what the pupil

is taught or expected to do. For instance, making assignments easy could be one example, so

that the student does not have to complete as much work as the other students. By directing

instruction, the constructivist learning approach enhances student engagement. Teachers should

encourage students to express their problems, then offer strategies to help them by utilizing what

they already know to think outside the box of what they now believe. Students also noted that

deferring tests, taking exams in a smaller group, and having extra time for activities were useful

in lowering and handling challenges with planning a schedule. In the context of accommodation

and modification for children with special needs based on this theory, giving students, for

instance, more time to finish tests as an effective form of accommodation can be ways of
focusing on a student's core strength rather than his weakness as suggested. (Accardo et al.,

2018).

Connectivism is a relatively new learning theory that suggests students should combine

thoughts, theories, and general information in a useful manner. It accepts that technology is a

major part of the learning process and that our constant connectedness gives us opportunities to

make choices about our learning. It also promotes group collaboration and discussion, allowing

for different viewpoints and perspectives when it comes to decision-making, problem-solving,

and making sense of information (WGU,2021). Connectivism promotes learning that happens

outside of an individual, such as through social media, online networks, blogs, or information

databases. In Connectivism, learning is a process that occurs based upon a variety of

continuously shifting elements. The “starting point of learning is the individual who feeds

information into the network, which feeds information back to individuals who in turn feed

information back into the network as part of a cycle” (Siemens, 2004). Connectivism presents

itself as a pedagogical approach that affords learners the ability to connect to each other via

social networking or collaboration tools. Many theories assume that learning happens inside the

head of an individual. Siemens believes that learning today is too complex to be processed in this

way and that “we need to rely on a network of people (and, increasingly technology) to store,

access, and retrieve knowledge and motivate its use” (Siemens, 2006). Learning is viewed as

multi-faceted and particular tasks define which approach to learning is most appropriate to the

learner (Siemens, 2003). This Theory is crucial, particularly in the present times where

everyone uses technology and the internet. It is what we rely on, and it makes learning faster

than previously since high-tech assistive devices may offer children with special needs better

learning chances than low-tech devices did in the past.

 The researchers’ main related literature is Vygotsky’s theory entitled “Social

Development” on cognition, which is limited to a certain range at any given age and full

development requires social interaction, which is mainly called the Zone of Proximal

Development. This theory theorized that a child must reach a certain level of cultural

development in order the learning to occur as learning was dependent in social interaction (Moll,

L.,1990, p.9) The way the people learn today is being change through the vast changes of new

innovations and technologies but learning from your environment or from social interaction is a

different kind of learning. This theory connects to this study by which it is stated in the theory

that social interaction is a good way of learning from a more knowledgeable other. The teacher

must apply strategies such as scaffolding in order to give information to her students in this way

the teaching strategy of the teacher is being applied.

Teachers should also collaborate with parents to provide effective learning environments

outside of the classroom using these various accommodation strategies: (1) Presentation

Accommodations, which are instructions, directions, and information which are presented

differently, allowing learners especially with those learning disability to access information in

ways other than traditional visual or auditory means, such as reading or listening; (2) Response

Accommodations which allow students with disabilities to demonstrate their learning by

completing instructional assignments or assessments through ways other than typical verbal or

written responses; (3) Settings Accommodations, which are changes to educational

environments or practices that assist students with disabilities in overcoming learning obstacles

caused by their disabilities; and (4) Timing and Scheduling Accommodations, which allow

changes in time management. These modifications frequently reduce student frustration and

fatigue, allowing them to access and demonstrate their learning.

 These theories will be used to determine if the modifications and accommodations made

by these teachers are successful and efficient in the 21st Century Inclusive Education Model. The

goal is to see if the educational methods utilized have an impact on the academic development of

the students with special needs.

Figure 1. The Schematic Diagram of Implementing the Theoretical Framework

The research framework takes into account the connections between constructivism

theory by Piaget on accommodation and connectivism theory by George Siemens on

modification techniques. These are the methods that the special education (SPED) teacher uses to

instruct students with disabilities and which parents will also require to instruct their children at
home, the way parents and teachers adapt given instructions affects the student's achievement as

well as the use of accommodation (response, presentation, setting, time & scheduling) and

modification (curriculum change, grading options, school expectation) approaches can

significantly improve the performance of students with special needs and help them achieve their

goals. Feedback shall be gathered from teachers and parents on the effective practices, including

the challenges and enablers in order to determine the 21st century model that works best today.

3.0 Research Methodology

RESEARCH DESIGN

This research is qualitative and employs interviewing techniques. The most reliable

method for determining the approaches that are frequently posed when implementing

adjustments and accommodations in a classroom context is this one. The usual survey

methodology was used in this study together with interview questions. In an inclusive classroom

or environment where teachers and parents employ modification and adaptation approaches to

teach their students / children, a researcher will ask them a series of questions. The interview

method in our action study is a helpful strategy when a researcher wants to find out the

accommodations and modification techniques teachers frequently utilize in their inclusive

classrooms.

RESEARCH ENVIRONMENT

This study will be conducted in four different schools namely: University of San Jose

Recoletos, Rainbow Connection Child Learning Center, Mandaue SPED Center Highschool &

Zapatera Elementary School. The Providence Special Children's Center in Punta Princesa

relocated to the USJ-R Basak Campus and was taken up by the College as a community outreach
project for local children with special needs. Saint Ezekiel Moreno Special Learning Center, was

the center's new name. A training center for the DepEd Teachers' Certificate Program in the

subjects of English, Math, Science, and Makabayan was also established within the University.

Rainbow Connection Child Learning Center is built upon the assumption that educating your

child is a team effort with teachers and parents working together in support of each other. Your

child is important to you and important to us, and we need to work together to help them grow,

learn and develop, both as an individual and as a member of our school community. One of the

well-known schools in Ll is Mandaue SPED Center High School. Mandaue City is included

under Local business in Mandaue City and Elementary School in Mandaue City. Catalino Ouano

St., Mandaue City, Cebu. Zapatera Elementary School Sped is a school in the province of Cebu,

VII - Central Visayas, in the municipality of Cebu City (capital). It was founded on January 01,

1909. The aim of the Zapatera Elementary School Sped Center is to advance social awareness of

the distinctiveness of the Filipino on the spectrum, inclusive development on human rights,

education, employment, and media, among other things, as well as personal self-awareness, self-

expression, and a sense of belonging to a nurturing environment.

RESEARCH RESPONDENTS

The respondents are two (2) teachers per school who are in an inclusive class which

applies accommodation and modification techniques in their classroom. They will help in giving

out ideas and knowledge that are needed in order to consider this research as exact and reliable,

given with the data entrusted by the different teachers/educators.

RESEARCH INSTRUMENTS
 This study utilized interview questions in gathering data. The questions are divided into

two parts. The first part is to check the accommodation and modification techniques in an

inclusive education set- up that are being used by special education teachers in the pandemic

setting. Secondly, the level of implementation of accommodation and modification techniques in

an inclusive setting perceived by the respondents are measured in the second part of the tool.

Then, the level of satisfaction of accommodation and modification techniques shall also be asked

to strengthen the research basis pertaining to approach utilization. Lastly, the interview schedule

contains the narrative experiences of teachers and parents in the implementation of

accommodation and modification techniques that work today. Answer the interview questions.

The tools are prepared and crafted by the researchers that contain questions needed to

gather the necessary data in determining the most common accommodation and modification

techniques that are used inside an inclusive classroom. The tool is important for obtaining the

required responses. All respondents will receive the consent forms and information once the

researcher sent transmittal letters to the superintendent of the Schools Division. Research ethics

are followed in this study to make sure that no breaches of the research procedure are committed

by the researcher. The respondents data are kept private and made available to other parties not

participating in the study as a source of information.

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What techniques in an inclusive education set- up are being used by special education teachers in the
pandemic setting in terms of: 
1.1 accommodation 
1.2 modification 

Accommodation Techniques
1. Do you extend when a student encounters difficulty?
2. How do you conduct the examination in a small group?
3. How were you able to deliver lessons to your students during online classes?
4. What are the common accommodation techniques that you use in the classroom?
5. What are the most efficient accommodation tools that you used amidst the pandemic?

Modification Techniques
1. Do you reduce the length of the essay homework to one paragraph and three facts?
2. How will you deliver an alternative task that isn’t needed for the textbook?
3. Do you let the student read a lower-level book?
4. What will you do when you notice that one of your students is having difficulty coping
up with the lessons and in class?
5. What do you think is the most challenging modification technique to use for the student?

What is the level of implementation of accommodation and modification techniques in an inclusive

setting as perceived by the teachers and parents?

Level of Implementation
Presentation
· 1. How do you allow the student to access information in ways other than standard visual
or auditory means?
2. How did you make the information reach the student?
3. Do you change the way that instruction, directions, and information are presented?
4. What facilitates a student’s use of standard print, graphic materials or spoken
language when reading or listening?

Response
1. Do you allow students to complete assignments or assessments through ways other than
typical verbal or written response?
2. Why did you allow the students to perform or complete activities in other ways?
3. What changes in the manner a student learns his/her learned knowledge or skill?
Setting
1. Do you let them sit where they learn best (for example, near the teacher)
2. Do you use special lighting or acoustics?
3. Do you let them take a test in a small group setting?
Time and Scheduling
1. Do you let them work or take a test in a different setting, such as a quiet room with few
distractions?
2. Do you allow for changes to when and how long students have to complete assignments
or assessments?
3. Do you give assignments to be broken down into smaller sections?
4. How will you allow the student to complete tasks and activities with various time
organization?

Special Interview:

1. What are the challenges you experience in utilizing accommodation and modification in
inclusive schools?

2. What enablers and opportunities were seen in the utilization process?

3. What do you think are the necessary processes to observe and follow in doing the
accommodation and modification techniques?

4. What were your experiences in the implementation of accommodation and modification

techniques that work today?

Statement of the Problem

1. What are the lived experiences of children with special needs and their parents in the
pandemic setting in terms of:
1.1 Challenges and Adversities
1.2 Opportunities
2. What methodologies, strategies and techniques did the teachers use in delivering the lesson
outcomes to special needs students during the pandemic?

3. What coping mechanisms did the teachers, and the student’s parents performed in order to
achieve the maximum learning during the pandemic for special needs students?

4. How can the teachers and parents describe the overall learning performance of the special
needs students in the pandemic setting?

5. Based on the findings of the study, what COVID- 19 Learning Model for Special Needs
student can be designed?
 Questions:

1. What challenges and Adversities have you observed that the students experienced during
the pandemic/ online setting?

What opportunities are made available for you and students with special needs during the
pandemic/ online setting?

2. What Accommodation and modification techniques did you use in delivering the lesson
outcomes to students with special needs during the pandemic?

3. What various methodologies and strategies did you do and utilize in order to cope and
achieve maximum learning during online setting for students with special needs?

4. How will you describe the overall learning performance of students with special needs in
accordance to the techniques and strategies that you utilized during the online setting
compared to offline (face to face) learning?

5. What best modification and accommodation techniques and other strategies can you
recommend in teaching both online and offline classes?