The document discusses accommodations and modifications for learners with disabilities in the Philippine educational system. Accommodations refer to alterations that provide access to content without changing expectations, like sign language interpreters. Modifications change curriculum expectations, like reducing assignments. The DepEd Order outlines adaptations to the K-12 curriculum including essential skills curriculum, content adaptations based on ability, transition skills, and alternative learning programs. Adaptations are made to resources and using assistive technologies to ensure full participation of learners with disabilities.

1. ACCOMMODATION
AND
MODIFICATION
IN THE
CURRICULUM
Reporter:
JAIRA JANE M. TORRECAMPO

2. DEFINITION
OF TERMS
Reference:
https://www.washington.edu/doit/what-difference-between-accommodation-and-modification-student-
disability

3. ACCOMMODATION
- 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.

4. EXAMPLES OF ACCOMMODATION
◦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.

5. MODIFICATION
- 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.

6. EXAMPLE OF MODIFICATION
◦Assignments might be reduced in number
and modified significantly for an elementary
school student with cognitive impairments
that limits his/her ability to understand the
content in general education class in which
they are included.

7. APPLICATION OF
ACCOMMODATION
AND MODIFICATION
IN THE PHILIPPINE
SETTING

8. DepEd Order No. 044
s2021
Policy Guidelines on the Provision of Educational Programs and
Services for Learners with Disabilities in the K to 12 Basic
Education Program

9. ADAPTATION OF THE K-12
CURRICULUM FOR LWDS
To ensure that the curriculum is learner-centered,
contextualization and adaptations of the curriculum is
made in favor of the learner.

10. The following is made to access the K-12 Curriculum
based on the needs of the LWDs
◦ Essential adaptive curriculum
◦ Curriculum content adaptations
◦ Transition skills and competencies
◦ The K-12 Basic Education Curriculum for the Alternative Learning
Curriculum(ALS-K to 12) providing opportunities to develop basic and
functional literacy skills for learners with disabilities.
◦ Adaptation of Learning Resources and ICT

11. 1. Essential Adaptive Curriculum
Designed to help learners with severe to profound disabilities
develop their skills in managing school and day-to-day activities.

13. 2. Curriculum Content Adaptations
Made based on the abilities and unique requirements of the LWDs.
The following adaptations shall be done by the teachers:
• Adaptation in pedagogy
• Adjustments can be made through chunking or simplifying content,
extending, or shortening time and periods for tasks, and using
differentiation in instruction.
• Employing Alternative Delivery Modes (ADMs)
• Programs under the Flexible Learning Options (FLOs). These
programs cater to learners who require flexibility in instruction in
terms of time, duration, place, or method.

14. 2. Curriculum Content Adaptations
• Provide additional content for learners who are assessed as hearing impaired, hard of
hearing and visually impaired to support the development of necessary skills for them to
cope with the demands they face daily. This curriculum is preparatory and mandatory for
them to access the K to 12 Curriculum.
• Institutionalize the use of Filipino Sign Language (FSL)
• Section 4 of RA 10533 provides:

15. 3. Transition Skills and Competencies
To develop and improve life and career skills, socio-emotional
skills, and pre-vocational and livelihood skills. Hence, it is
important to prepare LWDs for transition skills and
competencies.
LWDs who are in the transition program are prepared to
successfully move forward into more inclusive and integrated
learning provisions.

16. 3. The K-12 Basic Education Curriculum for the Alternative
Learning Curriculum(ALS-K to 12) providing opportunities to
develop basic and functional literacy skills for learners with
disabilities.
An equivalent pathway to complete basic education not only for
out-of-school youth and adults but also for learners with
disabilities.

17. 4. Adaptation of Learning Resources and ICT
Adaptations in resources are essential in ensuring that all learners with
disabilities can participate fully in all learning experiences in schools and in
communities.
These adaptations shall be through teacher-developed materials or assistive
devices and technologies.

18. Difference of ACCOMMODATION and
MODIFICATION
Reference:
https://www.washington.edu/doit/what-difference-between-accommodation-and-modification-student-disability
ACCOMMODATION - 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.
MODIFICATION - 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.

19. Application of accommodation and modification in
the Philippine setting
◦ Essential adaptive curriculum
◦ Curriculum content adaptations
◦ Transition skills and competencies
◦ The K-12 Basic Education Curriculum for the Alternative Learning
Curriculum(ALS-K to 12) providing opportunities to develop basic and
functional literacy skills for learners with disabilities.
◦ Adaptation of Learning Resources and ICT
DEPED ORDER NO. 044 S2021

20. THANK YOU SO
MUCH
FOR LISTENING
REPORTER: JAIRA JANE M TORRECAMPO