EDU 537: Foundations of Special and Inclusive Education

Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Components of Special and Inclusive Education Materials:

Lesson Objectives: Activity Sheets
At the end of this module, I should be able to:
1. Identity the concepts of accommodation and modification References:
2. Demonstrate understanding by answering the scenario Aligada-Hala, et.al (2020)
presented Foundations of Special and
Inclusive Education (1st Edition)
Rex Bookstore, Manila, Philippines

Productivity Tip:
Highlight major concepts. Use this as a mental note for you to easily understand concepts.

A. LESSON PREVIEW

1) Introduction (2 mins)

In this chapter, the aim is to describe the components and the process involved in identifying children
through assessment and providing varied means of support.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Let us determine if what do you know about our topic. Write your ideas in the first column.

What I Know Questions: What I Learned (Activity 4)

1 What is accommodation?

2 What is modification?

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins)

Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Components of Special and Inclusive Education

Accommodation
The term "accommodation" may be used to describe an alteration of environment, curriculum format,
or equipment that allows an individual with a disability to gain access to content and/or complete assigned
tasks. They allow students with disabilities to pursue a regular course of study. Since accommodations
do not alter what is being taught, instructors should be able to implement the same grading scale for
students with disabilities as they do for students without disabilities. Examples of accommodations
include:

• sign language interpreters for students who are deaf;

• computer text-to-speech computer-based systems for students with visual impairments or Dyslexia;
• extended time for students with fine motor limitations, visual impairments, or learning disabilities;
• large-print books and worksheets for students with visual impairments; and
• trackballs and alternative keyboards for students who operate standard mice and keyboards.

Modification
The term "modification" may be used to describe a change in the curriculum. Modifications are made
for students with disabilities who are unable to comprehend all of the content an instructor is teaching.
For example, assignments might be reduced in number and modified significantly for an elementary
school student with cognitive impairments that limit his/her ability to understand the content in general
education class in which they are included.

Accommodations Modifications
Classroom Accommodations can help kids learn the Kids who are far behind their peers
instruction same material as their peers. This allows may need changes to the curriculum
them to meet the same expectations. they’re learning. These are
called modifications.
A student with dyslexia, for example, might
listen to an audio version of a book. But it’s For example, a student could be
still the same book that the rest of the class is assigned shorter or easier reading
reading. Likewise, a student who has trouble assignments, or homework that’s
focusing might get seated next to the teacher, different from the rest of the class.
but still has to do all the regular class Kids who receive modifications
assignments. are not expected to learn the same
material as their classmates.
Classroom tests Accommodations for testing can be different Modifications in testing often mean
from those used for teaching. that a student covers less material—

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

For example, using spellcheck might help a or material that is less complex.
student with writing difficulties take notes For example, a spelling test may
during class. However, it wouldn’t be require the class to study 20 words.
appropriate during a weekly spelling test. At However, a student with modifications
the same time, this student might benefit from might only have to study 10 of them.
having extra time to complete the spelling Or there might be two different lists of
test or using a keyboard if the physical act of spelling words. With a
writing is difficult. modification, what the student is
tested on is different.
Standardized Statewide tests allow Some students take what’s called
testing some accommodations like extra time or an alternate assessment. This state
taking a test on a computer. It’s best if these test includes modifications to the
are the same accommodations a child uses regular test. Questions might be fewer
to take class tests. or not cover the same material as the
standard exams. Also, the results are
interpreted differently. Before you
agree to an alternate assessment, find
out what the impact will be on your
child’s academic and work future.
Gym, music, Accommodations for “special” classes like Sometimes, an assignment in a class
and art class gym, music, and art can be helpful for some like gym, music, or art is
kids. unreasonable for your child. When
These are similar to accommodations in the this happens, a modification may be
classroom. Kids might get extra time to learn made.
to play an instrument. Or they may be For example, the gym teacher might
allowed to complete an art project in a reduce the number of laps a student
different format. needs to run. The music teacher
might not require a child to learn how
to read music.

Parental Involvement
Parent participation in the special education decision-making process is vitally important. The most
important thing parents can do is ensure they are involved with and take an active role as a member of
the Individual Education Program (IEP) team that determines a student's path. The IEP team is charged
with making educational decisions for students, and addresses issues such as eligibility, evaluation,
program development, and placement of a child in special education or gifted programs.

1. Parents May Underestimate Their Importance to the IEP Team

• Despite their importance in education decision making, parents sometimes feel overwhelmed by the
IEP team process. They may believe team members perceive them as less knowledgeable about
teaching or as obstacles to the decision-making process, especially if they disagree with the
educators.
2. Parents Provide Critical Input
• Parents and guardians know their children better than anyone else and have the most complete
understanding of a child's physical, social, developmental, and family history.

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

3. Parents Work More Closely with Their Children Than Other Adults Can
• While kids attend school about six hours a day, they only have a few minutes of teachers' undivided
attention in a class. Parents have the opportunity to sit side-by-side with them, working through
homework and other learning activities for extended periods.
4. The Role of the Parent on the IEP Team
• Parents should be prepared to offer insight into whether current strategies and instruction are
helping the child learn (even when not specifically asked), and provide suggestions for change and
improvement.
5. Parents Provide Comprehensive Insight for Transition Meetings
• Transition meetings are held to discuss movement from one school level to another, from one
program to another, or to a postsecondary program, job, or assisted living program.1 Only the
parent accompanies the child throughout these important school and life transitions. The parents'
input at each transition can ensure that appropriate services and supports are in place and increase
the chances of the child's success in the new program.
6. Parents Are the Best Advocates for Their Child
• There is no one as interested in and motivated to see a child succeed and thrive than her own
parents, and this alone places the parent in a crucial role on the IEP team.

2) Activity 3: Skill-building Activities

Let’s check what you have learned. On your own, answer the following questions by using the concepts
you have learned.

Carl’s Assessment:
Despite the instructional support and after-school remedial class, carl continues to display difficulties in
reading, spelling, oral reading fluency, and written expression. Because such difficulties persisted, Mrs.
Reyes and the team decided to refer him to a developmental pediatrician and the school psychologist to
conduct psycho educational evaluation to determine the underlying reason for Carl’s literacy difficulties.

Carl’s Current Grade level: Grade 3

IQ: Average to High Average Level
Reading Level: Beginning Grade 1
Spelling Beginning Grade 1
Written Expression Below Average
Reading Comprehension Begging Grade 1
Listening Comprehension Begging Grade 1
Listening Comprehension Grade 4
Math Average

1. What specific accommodations will you do?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. In what areas will you modify? Why?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

Now let us assess if you have learned something new, let’s go back to the What I Know Chart from
Activity 1 and write your answers to the questions based on what you know now in the third column of
the chart.

4) Activity 5: Check for Understanding (5 mins)

Write the letter pf the correct answer on the space provided before the number.

_____1. Which of the following statements is TRUE about accommodations?

a. They are not associated with IEP Plans.
b. They allow curricular material to be altered.
c. They require the students to master the same concepts.
d. They are less common than modifications.

_____2. The primary technical difference between accommodations and modifications is that _____.
a. Accommodations are linked to Section 504 Plans, while modifications are linked to IEP plans.
b. Accommodations are linked to IEP plans, while modifications are linked to Section 504 plans.
c. Accommodations are only given to students with disabilities, while modifications are not.
d. Modifications are only given to students with disabilities, while accommodations are not.

______3. An example of an accommodation is _____

a. allowing a hearing impaired student to use specialized audio equipment for listening purposes
b. decreasing the amount of required words to be produced on a writing assignment
c. allowing a student to read a text that is below grade-level compared to the general population
d. modifying standardized rubric criteria and/or point values

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

_______ 4. Which statement is true?

a. An accommodation is a change which helps a student overcome or work around a disability,
whereas a modification alters the expectations of what the student is being taught.
b. Both accommodations and modifications alter the expectations of the curriculum.
c. An accommodation can only be made to the class environment.
d. Students with modifications cannot be expected to demonstrate any curriculum expectations
at their grade level.

________5. Allowing the student use of headphones in the classroom is an example of?
a. An environmental accommodation.
b. A curriculum modification.
c. An instructional accommodation.
d. Bad manners.

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What is Accommodation?
→ 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 demonstrate
accurately what they know.
2. What is Modification?
→ Modification includes curricular changes in content, delivery of instruction, time given, level of support,
extent of services, and performance criteria to allow the student to perform with ease inside the
classroom on the designated level of inclusion.

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 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #10

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

KEY TO CORRECTIONS

Answers on Skill-building Activity (Act.3)

(Answers may vary)

Answer on Check for Understanding Activity (Act. 5)

1. B
2. A
3. A
4. A
5. C

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