2. Objectives
In this lesson, the learners will be able to:
• discuss curricular
accommodations and
adaptations for LDD,
• identify issues related to
curricular
accommodations and
adaptations, and
• analyze the importance
of curricular
accommodations and
adaptations on LDD
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02
03
3. • Introduction
• The 1987 Constitution guarantees the right to
education of every Filipino. It made mandatory the
State's protection and promotion of the right of all
citizens to quality education at all levels.
4. • It also compelled the State to "make education accessible to all."
• The offering of various curricular programs in the Philippine
educational system is one of the many responses of the Department
of
• Education (DepEd) to address specific needs of learners in the
country. The curriculum is one of the main priorities when it comes to
delivering quality and relevant education to all learners.
5. • Curriculum is a written document that systematically
describes goals planned, objectives, content, learning
activities, evaluation procedures, and so forth (Pratt,
1980).
• Similarly, according to Hass (1987), it includes "all
the experiences that individual learners have in a
program of education whose purpose is to achieve
broad goals and related specific objectives, which is
planned in terms of framework of theory, research, or
past and present professional practice."
6. • When children are actively involved in their learning process,
they will mostly understand school content and reach better
outcomes (Hartnell-Young, 2008). This rests on the ability of
curriculum adaptations, accommodations, and modifications.
• In order for the curriculum to be significant and
understandable to children, especially for those with
disabilities, it should consider their interests and lives (Cook-
Sather, 2006) and they should be actively engaged in their
learning.
7. THINK: Curricular adaptations and accommodations
• Section 1 of Article 5 of the Policies and Guidelines for
Special Education in the Philippines pointed to a
modified curriculum or the curriculum prescribed for
regular children with certain adaptations as a possible
scheme for special education programs.
8. • According to the National Curriculum
Framework (2015), adaptation refers to adjusting
assessments, material, cumculum, or classroom
environment to accommodate a student's needs so
he or she can participate in and achieve the
teaching-learning goals.
9. Modification involves
making changes to learning
goals, teaching processes,
assignments and/or
assessments to
accommodate children's
learning needs.
Accommodations in the
form of adaptations occur
when teachers differentiate
instructions, assessment,
and materials in order to
create a flexible learning
environment.
Accommodation and modification serve as two separate kinds of
curricular adaptation.
10. Curriculum adaptation is an ongoing process that changes
the regular prescribed curriculum by modifying or adapting it
in terms of the content or delivery of instruction to meet the
learning requirements of children with disabilities.
In special education, teachers are required to adapt the
curriculum and make necessary modification and
accommodation to increase the chances for success for
the child with disability.
11. Teachers ought to
adapt the
curriculum to
provide equity and
meet the needs of
diverse learners in
order that all
learners can fully
participate in the
classroom activities.
The content, the teaching
process, assessment, and
evaluation, and the
physical environment may
be modified or adapted
and activities should be
made flexible in order for
the children to benefit and
achieve success in the
classroom.
12. Curriculum adaptation is necessary to simplify and reduce
the content so that children with disabilities can absorb the
most critical part of the curriculum
It ensures that all learners get access to quality and
meaningful learning experiences and children with special
needs will not feel excluded when it comes to understanding
the subject matter.
