SD_Classroom Practice to Promote Inclusion SNED.pptx

TRAINING ON THE
MATATAG CURRICULUM
1
GRADE 7
Resource Person: SALVACION B. FELICES

MATATAG Curriculum Training | 2024
Session 9/10
CLASSROOM PRACTICES TO PROMOTE
INCLUSION FOR LEARNERS WITH DISABILITIES
2

Session Objectives: At the end of the session, participants will:
.
3
 discuss inclusion, inclusive education, and types of
disability and how they impact students’ learning
experiences;
 identify equitable learning opportunities through
classroom accommodations and modifications in an
inclusive classroom; and
 appreciate the application of appropriate
strategies/activities to promote inclusive education.

Professional Standards Addressed:
4
3.3 Learners with disabilities,
giftedness and talents
3.3.2 Design, adapt, and implement teaching
strategies that are responsive to learners with
disabilities, giftedness, and talents.

Session Flow
5
Inclusive Education (RA 11650; DO 44 s. 2021;
DO 21 s. 2019)
Universal Design for Learning
Classroom practices and strategies
Accommodation and modification

Activity 1: Charge to Experience!
6
1. Walking while in a blindfold
Directions: The group with task 1 will put on the simulation
mask. You will be instructed by your leader on the directions to
walking while in a blindfold. (e.g. Walk straight, turn left, right,
and go back to your place). The leader will ensure that all of
you are seated after one minute.
2. Reading while using the simulation mask.
Direction: In the group with task 2 you will put on the
simulation masks. The leader will give them a selection found
in the envelope. With the simulation masks, each shall read
the selection without removing or touching the simulation
mask. Participants wearing eyeglasses shall remove this
device.
3. Talking without sound.
Direction: The group with task 3 the leader will distribute
paper and pencils to members. The leader will read the
selection found in the envelope, without sound. Participants
will write down the words they heard.
SITUATIONS:

Activity 1: Charge to Experience!
7
4. Reading a paragraph with the smallest font size
Direction: The group with task 4 will read the selection in the
smallest font without using any assistive device.
7
. Reading a passage on the screen while using a simula
tion mask.
Direction: The group with task 7 will be participated by all.
Using the simulation mask read the paragraph on the screen.
5. Reading a paragraph with reverse writing
Direction: The group with task 5 will read the selection
(reverse writing).
SITUATIONS:
6. Writing with hand tied.
Direction: The group with task 6 will tie each hand using the
masking tape.

Reading while using the simulation mask
8

Reading a paragraph with the smallest font size
9
The Story of the Pencil
By: Paulo Coelho
The Grandchild was looking at his grandma writing a letter. Suddenly he asked: are you writing a story about us?
Is it by chance a story about me?”
The grandma stopped writing, smiled and said to her grandchild. “Indeed I am writing about you, however more
important than the words is the pencil I am using. I hope you will be like this pencil when you grow up.”
The child looked at the pencil curiously, but could not see anything special. “But… it is exactly the same as every
other pencil I saw in my life.”
It is all in the way you look at things. There are five quali
ties in that pencil that, if you will be able to maintain, will
make you a man in peace with the whole world.
“First quality: you can make big things, but never forget that there is a hand guiding your steps. This hand we call
it God, and He will always have to address you towards His will.”
Second quality: sometimes I have to stop writing and use a sharpener. This makes the pencil suffer a little, but at
the end it will be sharper. So, learn to bear a little pain because it will make you a better man.”
Third quality: the penc il always allows us to use an eraser to cancel mistakes. U nderstand that correcting
something we did is not necessarily a bad thing, but something fundamental to keep us on the right path.”
Fourth quality: what is really important in the pencil is not the wood or the shape but the lead that is inside. So,
be always careful of what happens inside of yourself.”
“At the end, the fifth quality is: always leave a sign. In any case be aware that everythi ng you do in your life will
leave trails; try to be concious of every single action.”

Reading a paragraph with reverse writing
10
Delsyixa is a lefilnog cnoiiotdn. An idvanudiil with dlsexiya nga alayws nga a
uiuqne brian when crpoamed with a non-dsxleyic iiuandidvl. Ainddaotilly,
reading nga awlays be a far more focus- and loabr-isvinntee avtiticy for a
dixyslec idiaduvnil when ceopamrd to a “tipycal” ngage. Sitll, a diisnogas of
dlsyexia deos not maen taht an iudivdanil nga be froeevr barerd form
epinreceinxg the joy of rniedag, or left out of onpipoeutirts that require one
to read well. When they are tgahut lgnauage slikls wtih a dfenirfet, more
trlieaod aorpacph taht wrkos to ngage all paawhtys in liaenrng, mnay
idiiauvdnls wtih delsiyxa can eipecnerxe ssccues with txet for the fisrt time.
Carrntoy to plaopur bielef, not erevy posren with dslexyia nga rveesre letters wlihe rndiaeg and
wtirnig. In fcat, scuh reavlrses are very ngage wlihe credilhn, btoh those with dxseilya and ngag
wuthoit, are frist lnanreig to wtire. After two yaers of eicxlipt htawnidnirg iitontusrcn, criehldn
sluohd no legonr sgrultge with rveelasrs. If tehy do, tihs may be a sgin of dlyiesxa. However,
the eerournos blieef taht all ngage wtih dseyxlia nga rsrveee lrttees and even words while
riandeg and wirting may in fact be daelnyig dnisgaois and ineitevontrn for many iudldvinias.
Dsptiee its ngag ngage on how many iianiddvlus with dlyisxea ecpnexiere vsauil itaomironfn,
like txet, delisyxa is not a vosiin prelobm. Taht is why dxseiyla cnonat be suscclufesly
rmaedteeid torghuh vsoiin tahrepy pgramors, no mteatr how ngageve. Ientasd, idldaivnuis
wtih dlxysiea, a lggnaaue-baesd droidesr, must be eixpilctly ittseruncd in all levels of lngagaue,
from pnehiomc aenwsaers to mhrpoloogy, in ngag to “baerk the cdoe” and slcuefcslusy leran
to read.

Hand tied
11

http://tinyurl.com/WhatsUPPadlet
12

MATATAG Curriculum Training | 2024 13
Analysis:
1. What can you say about your experience in the
activity in terms of access?
2. How do you feel after doing the activity?
3. Recall your classroom now. Is there anyone you
observed having any difficulties in learning?
4. What is your major takeaway from this activity?

Universal Design for
Learning
Modification/
Accommodation
Inclusive Education
UDL provides a
proactive, universal
approach to accessibility,
while modifications and
accommodations offer
targeted support for
learners with disabilities,
ensuring that no learner
is left behind and that the
learning environment is
truly inclusive.
IE and UDL share a common goal of making education accessible to all students,
regardless of their abilities, disabilities, or learning styles. Inclusive education seeks to include all
students in the general education setting, while UDL focuses on designing learning environments
that can be accessed by a wide range of learners.
IE and
modifications/accommodations
involve aligning the inclusive
philosophy with individualized
support mechanisms to create
an environment where all
students, including those with
disabilities, can participate,
learn, and succeed.

Learning
Modification/
Accommodation
Inclusive Education
UDL provides a
proactive, universal
approach to accessibility,
while modifications and
accommodations offer
targeted support for
learners with disabilities,
ensuring that no learner
is left behind and that the
learning environment is
truly inclusive.
IE and UDL share a common goal of making education accessible to all students,
regardless of their abilities, disabilities, or learning styles. Inclusive education seeks to include all
students in the general education setting, while UDL focuses on designing learning environments
that can be accessed by a wide range of learners.
IE and
modifications/accommodations
involve aligning the inclusive
philosophy with individualized
support mechanisms to create
an environment where all
students, including those with
disabilities, can participate,
learn, and succeed.

REPUBLIC ACT NO. 11650 - Instituting a Policy of Inclusion and Services for
Learners with Disabilities in Support of Inclusive Education Act
Inclusion refers to a process where all learners, regardless of their
background and abilities, are given an equal chance to play, learn, and interact
together in the same learning environment and the community.
It is an approach where every learner is valued, supported, and given access to equal
opportunities and learning experiences within an Inclusive Learning Resource Center,
Child Development Center (CDC) or school setting, and the community

INCLUSIVE EDUCATION
⮚ refers to the process of addressing and responding to the diversity
of needs of all learners by moving towards the end-goal of full
participation, presence, and achievement in learning cultures and
communities which involves:
 accommodation;
 modification;
 adaptation;
 individualization in content;
 approaches; and
 structures and strategies.

INCLUSIVE
EDUCATION
 it involves equitable opportunities for learners with
disabilities
 learners receive educational services, and the needed
support and related services
 learners should be with their age-appropriate peer
groups
 schools and ILRCs prepare them to live as fully
functional members of society.

DISABILITY
Refers to a long-term physical, mental,
intellectual, behavioral, or sensory condition that
substantially limits one or more physiological or
anatomical function of an individual or activities of
such individual which results to limitation or
difficulty encountered in executing a task or action
(UNCRPD, 2OO6; Section 4 (c), RA 72771).

LEARNERS WITH DISABILITIES
refer to learners in the general early and basic
education system who require additional support and
related services and adoptive pedagogic method due:
 to their long or short-term physical, mental, intellectual;
and
 sensory impairments in which interaction with various
barriers may hinder their full and effective participation in
society on an equal basis with others to develop them to
their maximum capability.

1. Physical Disability
⮚ Refers to the musculoskeletal deformities,
difficulty in mobility, physical capacity,
stamina, or dexterity.
Lachica, I. (2023) Student with disability showcases talent in
drawing. https://cebudailynews.inquirer.net/506388/student-
with-disability-showcases-talent-in-drawing
⮚ Includes brain or spinal cord injuries,
multiple sclerosis, cerebral palsy,
respiratory disorders, epilepsy, hearing
and visual impairments, and more.

22
2. Learning and Applying Knowledge
2.1 Autism Spectrum Disorder
is a neurodevelopmental disorder that impairs a
child’s ability to communicate and interact with
others. It also includes restricted repetitive
behaviors, interests, and activities. These issues
cause significant impairment in social,
occupational, and other areas of functioning.
Picture taken from
Creative Commons

A condition exhibiting one or more of the following
characteristics over a long period and to a marked degree
that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual,
sensory, or health factors;
(b) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
23
2.2. Emotional Behavioral Disturbance

24
3.1. Intellectual Disability
Significantly sub-average general
intellectual functioning, existing
concurrently [at the same time] with deficits
in adaptive behavior and manifested during
the developmental period, adversely affects
a child’s educational performance.
Picture taken from
Creative Commons
3. Learners with Difficulty in Remembering and Concentrating

25
Specific Learning Disabilities are disorders in
one or more of the basic psychological
processes involved in understanding or in
using language, spoken or written, which
may manifest itself in an imperfect ability to
listen, speak read, spell, or do mathematical
calculations.
Picture taken from
Creative Commons
3.2. Learning Disability

26
A person with ADHD has differences in brain
development and brain activity that affect
attention, the ability to sit still, and self-
control.
Picture taken from Creative
Commons
3.3. Attention Deficit Hyperactivity Disorder (ADHD)

4.1 Visual Impairment refers to a significant functional
loss of vision that cannot be corrected by medication,
surgical operation, or the use of ordinary optical lenses
such as spectacles or eyeglasses.
27
4. Sensorial Impairment

4. Sensorial Impairment
Degree of vision acuity
○Low Vision/Partially-Sighted those who are not
completely blind but cannot be corrected to normal
with regular eyeglasses or contact
lenses.
Degree of vision acuity
○Blindness is the lack of usable vision and the ability
to see anything; has no light perception; uses tactile
and auditory channels for learning functional tasks;
and uses the cane for mobility; learns via Braille and
other non-visual media.

Concomitant (simultaneous) hearing and visual impairments, the combination of
which causes such severe communication and other developmental and
educational needs that they cannot be accommodated in special education
programs solely for children with deafness or children with blindness. (Resource
Handbook-BLD-SID)
29
4.2. Deaf-Blindness:

is a general term used to describe any deviation from normal hearing,
whether permanent or fluctuating, and ranging from mild hearing loss to
profound deafness.
 Deaf is a person who has a profound hearing loss and uses sign
language.
 Hard of hearing is a person with a hearing loss who relies on residual
hearing to communicate through speaking and lip-reading.
30
4.3. Hearing Impairment

Disease due to chronic or acute health
problems such as asthma, diabetes, epilepsy, a
heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, sickle cell
anemia, and Tourette syndrome; and adversely
affects a child’s educational performance.
5. Learners with Health Concerns/Other Health Impairment

Universal Design for Learning (UDL)
• Universal Design for Learning or UDL is a
framework developed by Center for Applied Special
Technology (CAST) that is grounded in research and
provides a set of three principles that guide how
educators can proactively design learning
environments that support the widest range of
learners (CAST, 2018).

•Provides flexibility in the way information is
presented, students respond or demonstrate
knowledge and skills, and their engagement; and
Based on RA 11650, UDL refers to a
scientifically valid framework for guiding
educational practice that:
• Reduces barriers in instruction, provides appropriate
accommodations, support mental and physical challenges,
and maintains high achievement expectations for all
students, including learners with disabilities.

The three (3) principles of UDL are:
● Recognition – refers to multiple methods of representation
that give learners a variety of ways to acquire information
and build knowledge;
● Strategic Learning - refers to multiple means of learners’
action and expression that provide learners alternative
modes for demonstrating what they have learned; and
● Affective Learning- refers to multiple modes of learner
engagement that tap into learners interests, challenge
them appropriately, and motivate them to learn
35

BRAIN NETWORKS IN LEARNING
Affective Networks: The Why of Learning
Engagement
Recognition Networks: The What of Learning
Representation
Strategic Networks: The How of Learning
Action & Expression

Providing Multiple Means of Representation
How:
• Offer ways of customizing the display
of information (font size, color
contrast, etc.).
• Provide alternatives for auditory
information (transcripts, captions).
• Provide alternatives for visual
information (audio descriptions, tactile
representations).
Why: Recognizing that learners have different sensory preferences and
abilities, this aspect aims to make content accessible to all.
Adapted by Myra Trinidad T. Tantengco from
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/
udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

Contrast between background and text or image.

For reading from the screen
• Arial
• Calibri
• Helvetica
I am serif.
I am sans serif.
Vary the type of fonts used.
For reading print
• Times New Roman
• Bookman Old Style
• Cambria

2. Providing Multiple Means of Representation
How:
• Clarify vocabulary and symbols to enhance
understanding.
• Clarify syntax and structure to support
language comprehension.
• Support decoding of text, mathematical
notations, and symbols.
• Promote understanding across languages.
• Illustrate concepts through multiple media
(visuals, examples, etc.).
Why: Language and symbols are crucial for communication and learners may have
different linguistic backgrounds or challenges.
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/
udlg_graphicorganizer_v2-2_numbers-no.pdf

Provide graphic symbols with alternative text descriptions

Providing Multiple Means of Representation
How:
• Activate or supply background knowledge to connect
new information to what learners already know.
• Highlight patterns, critical features, big ideas, and
relationships to emphasize key concepts.
• Guide information processing and visualization
through scaffolding and cues.
• Maximize transfer and generalization by providing
opportunities to apply knowledge in different contexts.
Why: Different learners may require varying approaches to comprehend and
make meaning of information.
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/

Prompt the use of mnemonic strategies and devices
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines
/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf
Four Fundamental Operations
in Mathematics
M Multiplication
D Division
A Addition
S Subtraction
Seven Coordinating Conjunctions
F For
A And
N Nor
B But
O Or
Y Yet
S So

Providing Multiple Means of Engagement
How:
• Consider the interest of learners in planning
activities
• Relate the lessons to students’ lives
• Create an accepting and supportive
classroom climate
• Introduce relevant topics
• Use real-world examples
• Incorporate multimedia to capture learners'
attention
Why: Generating enthusiasm for learning enhances motivation and
encourages active participation.

1. Providing Multiple Means of Engagement
How:
• Communicate clear learning objectives
• Set challenging but achievable tasks
• Create cooperative learning groups with clear goals,
appropriate roles, and fair responsibilities.
• Provide mastery-oriented feedback “You’ve made
improvements in ___. Now focus some time on the
areas that are a little more challenging for you to
build your strength in those areas, too.”
Why: Encouraging perseverance helps learners
overcome obstacles and achieve their goals.

3. Providing Multiple Means of Action and Expression
How:
• Vary the methods for response and
navigation to accommodate
different physical abilities.
• Optimize access to tools and
assistive technologies to support
individual needs and preferences.
Why: Recognizing that learners have diverse physical abilities, this aspect aims
to make learning activities and materials accessible to all.
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/
udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

47
Providing Multiple Means of Action and Expression
How:
• Use multiple means of communication, such
as writing, speaking, drawing, or using
assistive technologies.
• Use a variety of tools for construction and
composition to cater to diverse preferences
and abilities.
• Build fluencies with graduated levels of
support for practice and performance to
accommodate varying skill levels.
Why: Different learners may have varied ways of expressing themselves and
communicating their understanding.
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-
v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

The way I descride a bumby ride is like wothgan mowtsarts
mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note
eche uncon at the sam time ste is. that was the mewstere to
mowts mowsuk it was vare metereus and unperdekdable. So the
next time you drive down a bumby theak of mowtsart.
The way I describe a bumpy ride is like Wolfgang Mozart's music. Each
bumpy road is like a song. Each bump in the road is a note. Each
bump is uncontrolled; at the same time it still is controlled. That was
the magic to Mozart's music. It was very mysterious and
unpredictable. So, the next time you drive down a bumpy road, think
of Mozart.

3. Providing Multiple Means of Action and Expression
How:
• Guide appropriate goal-setting by providing clear
objectives and expectations.
• Support planning and strategy development to help
learners organize their approach to tasks.
• Facilitate managing information and resources by
offering organizational tools and structures.
• Enhance the capacity for monitoring progress
through feedback, self-assessment, and reflection.
Why: Executive functions, such as goal-setting, planning, and monitoring progress are
essential for effective learning and self-regulation.
http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-
v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

http://tinyurl.com/fzafsbcc

Understanding Accommodations and Modifications for
Learners with Disabilities
• to allow learners with disabilities be able to learn
and develop understanding of the content and
competencies being taught or be able to complete
the task/activities given to them by their teachers.
Accommodations - are the appropriate
actions made regarding the learning
environment, learning materials, and other
resources, curriculum format, equipment,
and devices

ACCOMMODATION STRATEGIES
The way information is
presented (e.g., text,
lecture) – PRESENTATION
ACCOMMODATIONS
The way the student is
required to respond (e.g.,
writing, speech) -
RESPONSE
ACCOMMODATIONS
The characteristics of the
setting (e.g., noise,
lighting) – SETTING
ACCOMMODATIONS
The timing and
scheduling of instruction
(e.g., time of day, length
of assignment) – TIMING
AND SCHEDULING
ACCOMMODATION

MARAMING SALAMAT!
PRESENTATION ACCOMMODATIONS
Instructional or test materials presented in a different manner than
standard print.
Examples:
o Alternative Recording: Allowing audio or video recording instead of
note-taking.
o Verbal Instruction: Reading directions or problems aloud to the
student.
o Font and Text Adaptations: Increasing font size or using
magnification tools.
o Enhanced Visuals: Improving contrast or differentiation in visual
materials, like using color for identification.
o Increased Space: Adding white space on assignments for clarity.

MARAMING SALAMAT!
PRESENTATION ACCOMMODATIONS
Instructional or test materials presented in a different manner
than standard print.
Examples:
o Reduced Density: Decreasing the number of items displayed per
page.
o Screen Reader Accessibility: Permitting the use of a screen reader.
o Tactile Support: Offering tactile prompts like physical guidance or
raised-line paper.
o Pre-lesson Materials: Providing notes or class presentations
before the lesson begins.

RESPONSE ACCOMMODATIONS
An alternate method of responding from a typical pencil /
paper format.
Examples:
o Allowing students to use a visual/graphic organizer to
organize their thinking
o Letting students use concrete objects/manipulatives to
generate their answer
o Giving students the option to write their responses
directly on the assignment (as opposed to filling out an
answer sheet)
o Making an audio recording of lessons
o Letting students use a calculator or multiplication chart
on an assignment that does not assess computation

SETTING ACCOMMODATIONS
A change in the location or conditions where the
learner receives instruction and/or participates in
an assessment.
Examples:
o Changing the seating and/or grouping for the child
o Providing instruction in small groups
o Offering a separate location
o Allowing the student to use a physical device to reduce
distractions

TIMING/SCHEDULING ACCOMMODATIONS
Additional time is allowed or provided to complete homeworks
and/or assessments
Examples:
o Extra time
o Frequent breaks
o Time of day
o Multiple test sessions

• practices and procedures that provide equitable access
during instruction and assessments for learners with
disabilities;
• intended to reduce or even eliminate the effects of a student’s
disability;
• do not reduce learning expectations;
• must be consistent for classroom instruction, and classroom
assessments
POINTS TO REMEMBER ABOUT ACCOMMODATIONS

Understanding Modification for Learners with
Disabilities
Modifications
• are used to describe changes in the curriculum.
• are made "for learners with disabilities who are unable to
comprehend all of the content an instructor is teaching"
(Disabilities, Opportunities, Internetworking, and
Technology, 2O2l, par. 21.

GENERAL MODIFICATIONS:
• Allow outlining instead of
writing for an essay or
major project
• Use of alternative books
or materials on the topic
being studied
• Computerized spell-check
support
• Word bank of choices for
answers to test questions
• Provision of calculator
and/or number line for
math tests
• Film or video supplements
in place of reading text

GENERAL MODIFICATIONS:
• Reworded questions in
simpler language
• Projects instead of written
reports
• Highlighting important
words or phrases in
reading assignments
• Modified workload or
length of
assignments/tests
• Modified time demands

Behavior Modifications:
• Breaks between tasks
• Cue expected behavior
• Use positive reinforcement
• Use proximity/touch control
• Use peer support and mentoring
• Model expected behavior by adults
• Have parents sign homework and behavior chart
• Set and post class rules

⮚ Accommodations – do NOT reduce learning
expectations. But rather provide the learners with
access to the curriculum and assessments.
⮚ Modifications – change, lower, or reduce learning
expectations; increase the gap between achievement
of learners with disabilities and expectations for
proficiency at grade-level.
ACCOMMODATIONS and MODIFICATIONS

Application
Identify whether the given scenario:
Accommodation
Modification

Case Scenario 1: Mark Joseph
Mark Joseph, a high school student, wasn't
identified as having learning difficulties. However,
in his Algebra I class, he tends to make mistakes
when multiplying or dividing large numbers with
decimals. Interestingly, when Mark Joseph uses a
calculator, he gets the right answer.

Case Scenario 2: Emma
Emma struggles with reading due to a learning
disability. Long passages are tough for her since
she reads below her grade level. She's working on
grasping the main idea sand supporting details. To
help her out, the teacher gives Emma a story that
matches her reading level. While everyone else in
class has to find both the main idea and supporting
details, Emma only needs to focus on identifying
the main idea.

MARAMING SALAMAT!
Case Scenario 3: Rajani
Rajani's special education teacher, Miss Ferrer, is super
caring. She's concerned that Rajani might get too
stressed with the tasks her regular teacher gives. Every
evening, Miss Ferrer goes through the next day's
assignments and figures out how to make them easier
for Rajani. For instance, she found a set of simpler 1st-
grade spelling words for Rajani's 5th-grade class. Miss
Ferrer's trying to help Rajani handle the work without
feeling overwhelmed.

MARAMING SALAMAT!
Discuss an appropriate
accommodation for each
given classroom
situation.
Activity 2 :

MARAMING SALAMAT!
Classroom Example No. 4:
Jane, a fourth-grade student, benefits from
special education support due to challenges in
reading and math. Specifically, she faces
difficulty in various aspects of reading, including
decoding words, blends, and commonly used
sight words.
What are possible classroom accommodations for
Jonas?

MARAMING SALAMAT!
Classroom Example No. 5:
Nikka demonstrates a strong recall of basic
math facts but struggles with retaining the steps
for solving complex problems using algorithms,
often losing her place. Despite consistent after-
school tutoring, her classroom assignment and
test scores don't reflect improvement.
What classroom accommodations could support
Nikka's learning?

Let us check if your
answers are
correct. 

Case Scenario 1: Mark Joseph
Mark Joseph, a high school student, wasn't
identified as having learning difficulties. However,
in his Algebra I class, he tends to make mistakes
when multiplying or dividing large numbers with
decimals. Interestingly, when Mark Joseph uses a
calculator, he gets the right answer.
Accommodation

MARAMING SALAMAT!
Ways to Address Mark Joseph’s Needs
 Graph Paper
 Class notes with an example question available for
student
 Procedures numbered explaining the step by step
process
 Peer tutor
 Teacher monitors student and checks work with
teacher every 2-4 problems.
 Provide other ideas

Case Scenario 2: Emma
Emma struggles with reading due to a learning disability.
Long passages are tough for her since she reads below
he grade level. She's working on grasping the main idea
and supporting details. To help her out, the teacher gives
Emma a story that matches her reading level. While
everyone else in class has to find both the main idea and
supporting details, Emma only needs to focus on
identifying the main idea.
Modification

MARAMING SALAMAT!
Ways to Accommodate Emma’s Needs
• She can identify main idea and details within a
paragraph provided while the class will identify
the main idea and details in the whole story.
• She can answer question cards: identify the
main idea and supporting details.

MARAMING SALAMAT!
Case Scenario 4: Rajani
Rajani's special education teacher, Miss Ferrer, is super caring.
She's concerned that Rajani might get too stressed with the
tasks her regular teacher gives. Every evening, Miss Ferrer
goes through the next day's assignments and figures out
how to make them easier for Rajani. For instance, she found
a set of simpler 1st-grade spelling words for Rajani's 5th-
grade class. Miss Ferrer's trying to help Rajani handle the
work without feeling overwhelmed.
Modification

MARAMING SALAMAT!
Ways to Accommodate Rajani’s Needs
• Focus on lesson objective: Will Rajani benefit by
completing work lower than grade level
standards?
• Break tasks into smaller more manageable parts,
frequently check for understanding.
• Be reminded that the objective is quality and not
quantity.

In a Nutshell
78
http://tinyurl.com/4anvtcr5

Concepts of the Inclusive Education, Universal Design for Learning and
Modifications/Accommodation
Elements Inclusive
Education (IE)
Universal Design
for Learning (UDL)
Modifications/
Accommodations
1. Equity and
Accessibility
Advocates for
removing
barriers to
learning and
providing equal
opportunities for
all students
Aims to proactively
design learning
environments that
are accessible to all
learners, minimizing
the need for
retrofits.
Modifications and
accommodations further
enhance equity by
providing targeted
support to students
with specific needs,
ensuring they can fully
participate in the
learning process.

Elements Inclusive
Education (IE)
Universal Design
for Learning (UDL)
Modifications
Accommodations
2. Learning
Environment
Promotes the idea
that education
should cater to the
diverse needs,
abilities, and
backgrounds of all
learners.
Focuses on designing
flexible learning
environments that
accommodate diverse
learner needs through
multiple means of
representation,
engagement, and
expression
Modifications and
accommodations adapt the
learning environment to
accommodate the specific
needs of individual students,
creating an environment
where everyone can
participate and succeed.

Concepts of the Inclusive Education, Universal Design for Learning
and Modifications/Accommodation
Elements Inclusive
Education (IE)
Learning (UDL)
Modifications
Accommodations
3.
Collaboratio
n and
Communicat
ion
Emphasizes the
value of
collaboration
among students,
teachers, and the
broader
community
Promotes varied
means of
communication and
collaborative
learning experiences.
Collaboration is essential
when implementing
modifications and
accommodations. Clear
communication ensures
that everyone involved
understands the
individualized support
required for each
student.

Elements Inclusive
Education (IE)
Learning (UDL)
Modifications
Accommodations
4.
Technology
and
Integration
Recognizes the
potential of
technology to
address diverse
learning needs
and provide
inclusive
solutions.
Advocates for the use
of technology to
provide multiple
means of
engagement,
representation, and
expression.
Technology can facilitate
the implementation of
modifications and
accommodations, such as
providing digital formats,
speech-to-text, or
adaptive devices,
enhancing the learning
experience for students
with disabilities.

Elements Inclusive
Education (IE)
Learning (UDL)
Modifications
Accommodations
5. Critical
Thinking
and
Problem-
solving
Encourages the
development of
critical thinking
skills to address
diverse challenges.
Supports the
development of
critical thinking skills
through diverse
instructional
approaches
Modifications and
accommodations may be
tailored to support
specific cognitive
needs, ensuring that
students can effectively
engage in critical
thinking and problem-
solving activities.

Elements Inclusive
Education (IE)
Learning (UDL)
Modifications
Accommodations
6.
Adaptability
and Lifelong
Learning
Acknowledges the
importance of
adaptability and
continuous
improvement to
meet the
evolving needs of
students.
Encourages the
design of flexible
learning
environments that
foster adaptability
Adaptability is inherent
in modifications and
accommodations, as
they evolve based on
the changing needs of
students. This approach
prepares learners for a
lifetime of adapting to
different situations
and challenges.

References
85
Republic Act 11650 “An Act Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education, Establishing Inclusive
Learning Resource Centers of Learners with Disabilities in All School Districts, Municipalities and Cities, Providing Standards, Appropriating Funds Therefore,
and for Other Purposes”
DepEd Order No. 44, s. 2021 Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education
Program
Bass, G. et. al. (2020) UDL: UDL and 21st Century Learning
CAST (2018) Universal Design for Learning (UDL) Graphic Organizer. https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/
Hofer, M. (2015) UDL: A Systematic Approach to Supporting Diverse Learners
Ioannidi, V. (2022) Inclusive Education and Inclusive School Development: a key-area for sustainability and teacher skills
Jacob, U. S. (2016) Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs
Lachica, I. (2023) Student with disability showcases talent in drawing. https://cebudailynews.inquirer.net/506388/student-with-disability-showcases-talent-in-
drawing
Sneling, J. (2021) Focus on UDL When Using Classroom Technology
Trinidad-Tangtengco, M. T. (2022) Universal Design for Learning: Removing barriers so that students with disabilities can successfully learn and participate in an
inclusive classroom . University of the Philippines Diliman College of Education
Department of Education Bureau of Learning Delivery-Student Inclusion Division Resource Handbook- 2023

References
86
Lachica, I. (2023) Student with disability showcases talent in drawing.
https://cebudailynews.inquirer.net/506388/student-with-disability-showcases-talent-in-drawing
Sneling, J. (2021) Focus on UDL When Using Classroom Technology
Trinidad-Tangtengco, M. T. (2022) Universal Design for Learning: Removing barriers so that students with disabilities
can successfully learn and participate in an inclusive classroom . University of the Philippines Diliman College of
Education
UNESCO (_) Learning Disabilities - What, Why and How?
The right to quality education for learners with disabilities: What makes a learning environment inclusive?
accessed from,
https://www.unesco.org/en/articles/right-quality-education-learners-disabilities-what-makes-learning-environment-in
clusive
13 Categories of Disability Under IDEA Law, accessed from,
https://behavioralinspiredgrowth.com/special-ed-resources/categories-disability-idea-law/?fbclid=IwAR1v
WhRFcV077gruvNc8xUsq27MxYMILwD9fw7G4cMg-0ZyIYruhur-4Ca8

“In the inclusive tapestry of
education, every student, with or
without disabilities, is a unique
thread, weaving strength,
resilience, and diversity into the
rich fabric of learning. Together,
they create a vibrant and inclusive
classroom where the beauty lies in
the celebration of differences, and
the true measure of success is the
collective growth of each
individual.”
- Unknown
http://tinyurl.com/4wywyu3r

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational
Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
BLD
Salvacion C. Olinares
Dorothy S.Tarol
Erlinda F. Leva
Allan Mesoga
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
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