Curriculum Adaptation

and Modification
Ms. Marie Fe Cimafranca
 Supporting Children with Special
needs in Regular Class
Build a positive class climate

Position the pupil’s seat for inclusion

Build opportunities for friendship

Make instructions clear, and equipment and materials accessible

Supply the pupil with the standard books and equipment

 Supporting Children with Special
needs in Regular Class
Involve the pupil in all class activities possible

Affirm the pupil

Set rules and routines

Curriculum Modification
in an Inclusive Setting
I. Changes in the presentation of
necessary skills and information
 1. Classification of task
directions
Repeat oral directions using simple lang.

Give directions orally and on paper

Write directions clearly on the board

Make sure written directions are on student’s reading level

Unlock new or unfamiliar terms

 2. Add prompts
Are cues that assist in task performance

Can be verbal, visual or physical

Ex: make mathematical symbols bigger, or more noticeable

Withdraw the prompts gradually

3. Teach specific student errors

As teachers, focus on the correction of these specific errors

Single out these common mistakes

 Curriculum
Modification in an
Inclusive setting
2. Changes in the teaching procedures
 a. Additional presentation of skills
and information
Repeat the skills and the information being taught

Use simpler explanation and additional examples

 Additional Guided Practice
Increase the amount of practice time as
well as the quality of feedback (being
more specific with the feedback)
b. Changing the consequences for
successful performance

Teachers can improve the quality of feedback

Reward system may also be changed

Slowing the pace of instruction

Learning task and the time allotted

for instruction are the same, but less
material is presented and practiced
 Curriculum
Modification in an
Inclusive Setting
3. Altering Task Requirements
 a. Change the criteria for
successful performance
Criteria for performance address these aspects of the task:
quality, speed and accuracy

Reduced these requirements

Lessen no. of questions, problems, or activities, or

Increase length of time, or

Lower accuracy rate

b. Change task characteristics
Condition under which the task is performed
and the nature of the behavior

Ex: instead of writing answers, type or answer

orally; use calculator for multiplication
 c. Break tasks into smaller
subtasks
Ex: if writing a whole paragraph is too difficult for the
child, breakdown the tasks into: (1) selection of topic, (2)
writing the title, (3) formulation of the topic sentence, etc.

Should be done only if 1 and 2 did not work

 Curriculum
Modification in an
Inclusive setting
4. Substituting an alternate task
 a. Similar but easier task

Select a task that is almost the same in nature but

easier to perform

Ex: if child cannot cope with the lesson in history,

substitute another text that covers the same topic
but in less depth and a lower reading level
 b. Prerequisite task

Most drastic intervention

Instead of solving algebraic equations, substitute with

math facts and the operations of addition, subtractions,
multiplication and division
Program Modification
The SPED Center as resource center
It is a Filipino innovation

“a school-within-a-school”

Will provide in-service-training to school personnel on inclusive

education

Will produce appropriate teaching materials for CWDs in regular

classes

Will assess CWDs in regular classes

Will assist in making IEPs for CWDs

 Service Delivery Options
1. Cooperative or Team teaching program

SPED teacher team teaches with regular

teacher

Tag-team teaching
 2. Consulting Teacher Program

Consulting teacher does not directly work with CWD but

collaboratively plans, assesses and develops materials
with the regular teacher

Ex: OT, Speech therapist

Provision of Support Services to
Classroom Teacher
1. Professionals and Specialists such as speech
therapists, interpreters, will provide advice or
assistance or work directly with child in school
2. Parents/ Volunteers as Instructional assistants
(teacher aids) can help the teacher in preparing
visual aids, checking home work, etc.
Provision of Support Services to
Classroom Teacher
3. Peer or Buddy Teaching
O Friends of the child can act as readers, note takers,
sign language interpreters and teacher
PARENTAL INVOLVEMENT
1. Fundamental Rights of Parents
 Right to feel angry
 Right to seek another opinion
 Right to keep trying
 Right to stop trying
 Right to privacy
 Right to be a parent
 Right to be unenthusiastic
 Right to be annoyed with the child
 Right to time off
 Right to be the expert
 Right to set limits
 Right to dignity
Thank you…