Chapter 4 - Part 2 Components of Special and Inclusive Education

“If the curriculum we use to teach our
children does not connect in positive

ways to the culture young people bring
to school, it is doomed to failure”
-Lisa Delpit
MonCAST
Monkayo College of Arts, Sciences and Technology
Chapter 4
Components of
Special and Inclusive
Education
RONALD D. MANOLONG, LPT, MAED-ELT
Lesson Objectives:
Enumerate the processes involved in Child Find
through the pre-referral process;
Identify the assessment tools, methods, and principles
in working with children with additional needs;
Identify the different placement within the continuum;
Compare accommodations and curriculum
modifications; and
Identify ways hoe to involve parents as part of the
home-school collaboration.
IV. Accommodations and
Curricular Modifications
Students with disabilities and additional
needs who are studying in an inclusive
general education classroom may need
accommodations in the form of
instructional support and other
supplementary services.
IV. Accommodations and Curricular Modifications

A. Accommodation
-These 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.
-Accommodations may be provided may be provided both

during assessment and instruction, depending on the learning
profile and needs of a child and may vary in terms of
presentations, response, setting, and scheduling (Beech 2012).

1. Presentation Accommodations
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 support  Audio books
 Digital text reads aloud or gives definition of words
 Text-to-speech software
 Advance organizer or story guide
 Highlighting or color coding
Listening and focusing  Advance organizer
 Explicit verbal or visual cues; physical prompts
 Repeat/ clarify directions and important information
 Note-taking support
 Copy directions
Table 4.1. Accommodations in presentation

2. Response Accommodation
Learning Needs Examples of Accommodations
Writing difficulty (e.g.,  Different size/diameter of pencil, marker, or crayon

errors in spacing, visual-  Pencil or pen grip (triangular, pear-shaped)
perceptual or spatial-  Scribe to record dictated responses
orientation, illegible  Finger spacer
handwriting)  Handwriting template/guide on the student’s desk
Written expression  Electronic dictionary with spell check
 Online dictionary
 Word processor with spelling and grammar check
 Writing cue cards
Math difficulty  Calculator

 Concrete models and manipulatives
 Visual representation
 Problem-solving guides
Table 4.2. Response accommodation

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 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.

4. Scheduling Accommodations
Accommodations that can modify scheduling:
1. Extending time for assignment and
assessments;
2. Providing tasks in between tasks;
3. Providing a visual schedule or a checklist of
individual responsibilities;
4. Providing predictable routines and
procedures; and
5. Providing an electronic device with alarms
and cues.
B. 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)
-Curricular modifications include changes in

instructional level, content and performance
criteria, as well as the breath and depth of
content being learned by students.

V. Parent Involvement
- It has long been established that parent
involvement in education, planning, and
management of children with disabilities and
additional needs is essential as they are the
primary caregivers and have direct influence on
their children.
Table 4.1. Accommodations in presentation
A. Home-School Communication
1. Parent-Teacher Conferences
-face-to-face meetings held between

parents and teachers.
2. Written Communication
-this can be conducted through written

messages, such as the use of a home-school
communication notebook, where teachers
and parents write homework assignments,
the student’s behavior in the classroom, as
well as progress on program goals.
3. Digital Communication
-Communication through electronic and

digital means such as email, text messages,
and social network messaging systems.
4. Home-School Contracts
-this contains an agreement between teachers

and parents regarding behavioral and/or
academic goals for a student with disability.
B. Other Ways to Involve Parents
1. Parent education
-Providing seminars and workshops to parents
to equip them with better understanding of
their child’s disability and accompanying
strengths, uniqueness, as well as specific
techniques and strategies that they can practice
at home.
2. Parent support group
-Parents ask other parents about tips and

techniques to work with their children.
Thank You!!

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“If the curriculum we use to teach our

children does not connect in positive

IV. Accommodations and Curricular Modifications

-Accommodations may be provided may be provided both

IV. Accommodations and Curricular Modifications

Visual support  Minimize visual distraction

Table 4.1. Accommodations in presentation

Writing difficulty (e.g.,  Different size/diameter of pencil, marker, or crayon

Math difficulty  Calculator

Table 4.2. Response accommodation

-Changes in the location or conditions of the

-Accommodation in a setting may allow a child who gets easily

IV. Accommodations and Curricular Modifications

-Curricular modifications include changes in

IV. Accommodations and Curricular Modifications

-face-to-face meetings held between

-this can be conducted through written

-Communication through electronic and

-this contains an agreement between teachers

-Parents ask other parents about tips and

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