“Through access to the general curriculum,

effective instructional practices, and high

standards, many special education students
will improve their academic performance. This
will change people’s beliefs about what students
with disabilities know and can do” (McIntire)
Objectives:
At the end of the session, the participants are expected to:

• Identify the salient features of the modified/adjusted curriculum

for level I and II children with intellectual disability

• Match and discuss the connections/interconnections of the salient

features of regular K to 12 Curriculum tot he modified /
adjusted curriculum for Level I and Level II children with
intellectual disability

• Write simple sample plans using “Spiral approach” as the main

tool/approach to any subject of the modified/adjusted
curriculum.
 Introduction
All students can learn. We must build the students’ strengths.
Diverse learners are resources not deficits in the classroom. We
need to be creative to meet the diverse needs of all students. We
need to teach compensatory skills and provide appropriate
accommodations, modifications and adaptations to meet the
needs of our children with special needs.

Intellectual disability is a natural part of the human

experience and in no way diminishes the right of the individuals to
participate in or contribute to society. Improving educational
results for children with intellectual disability is an essential
element of our national policy of ensuring equality of opportunity,
full participation, independent living and economic self-sufficiency.
Find your team mates…
Each participant will pick out a rolled paper from the
container. The rolled paper contains title of a popular song (
Three popular songs)

Let the participants find those who are singing the same song
to form a group.
 Cite the differences
and similarities of Identify the salient
What is the group’s Grade I and II K to 12 features of Grade I and
perception about the Curriculum with the II K to 12 Curriculum
Modified/Adjusted Modified/Adjusted viz-a viz the
Curriculum for Curriculum for CWID Modified/Adjusted
Children with Curriculum for CWID.
Intellectual Disability? Present using any
“Graphic Organizer” Present applying
Present applying /explain. “KWL Chart” then
“ SNAP Shots” n/ explain
explain

Group Two
Group One Group Three
Presentation…
 Analysis
1. How do you find the group’s activity?
2. What basic knowledge about the Modified/Adjusted
Curriculum for Level I and II CWID did you learned from the
presentations?
3. What are the issues being addressed by the Modified/Adjusted
Curriculum for Level I and II CWID
Salient Features of
the
Modified/Adjusted
Curriculum for
Children with
Intellectual Disability
 Guiding Principle
The design of the
curricula is student-
centered, based on
spiral progression of
All the conceptual
processes, concepts frameworks of K to
and skills and 12 for Grade I and
grounded in II in all learning
performance-based areas were adopted in
the
learning. It is Modified/Adjusted
supported by learning curriculum for
principles, theories Children with
and context as a Intellectual Disability
locale, situation or set
of conditions of
Filipino learners that
may influence their
study.
Guiding Principle
Curriculum as
is..We need to
constantly be
looking at the All the learning area
standards of K to 12
general curriculum for Grade I and II in
and ask if the all learning areas
students' IEPs may were adopted in the
gain benefit from Modified/Adjusted
curriculum for
participating in the Children with
curriculum as is. Intellectual Disability
We need to keep in
mind that
incidental learning
just occur.
Curriculum as is
supports outcomes
as identified in
standard
curriculum.
Guiding Principle
The goal of education
is that all students
will have the basic
All the key stage
academic,
standards of K to 12
employability and for Grade I and II in
social skills needed to all learning areas
be prepared for post were adopted in the
secondary education, Modified/Adjusted
employment and to curriculum for
be contributing Children with
members of society. Intellectual Disability
This clear intent will
improve educational
results through higher
expectations and
access to and
participation in the
required key stage
standards.
 Guiding Principle

Best practices for

teaching children with
intellectual disability is
the expectation that
general and special
education teachers and The Grade Level
others are Standards were
knowledgeable in modified into Level
identifying the needs Standards
of these students for
them to decide
appropriate
accommodations and
placement .Special
education for CWID is
mental age
appropriate not school
age appropriate.
 Guiding Principle

There is no recipe for

prescribing the time
on task of children
with intellectual Daily Time Allotment
disability. Each was adopted based on
teacher, each student, recommended Daily
each classroom is Time Allotment in
the K to 12
unique and
Curriculum for Grade
adaptations are 1 and 2
specific to each
situation.(Fisher and
Frey,2001) . Time
adaptations are
allowed for learning,
task completion or
testing.
Guiding Principle

Access to general
education curriculum,
of the same content
standards is one of the
basic features of All content standards
inclusive education. It of all learning areas
is a shift in “thinking had been adjusted to
for all”. The shift in fit the needs and
thinking is that the ability of the children
general education with intellectual
disabilities.
curriculum is “what
everyone else gets”.
Then the IEP
addresses the
specialized instruction
necessary for the child
to access and progress
in the content
standards of the
general curriculum
 Guiding Principle

The student with an

IEP works with all
other students in the Performance
classroom Standards in all
participating in the learning areas were
modified/adjusted
activity when possible
based on the needs
but, with a and expected ability
modified/adjusted/ of children with
enhanced learning intellectual
objectives and disabilities.
competencies children
with intellectual
disability can be
accommodated
applying the principle
of partial
participation.
Guiding Principle

Children with
intellectual disability
works with all other
Learning
students but being competencies in all
provided a multi- learning areas were
level and task analyzed and
differentiated broken down into
instruction to smaller competencies.
promote multiple Special level of
ways of assessment support were
which allows more incorporated
flexibility for students
to meet the
standards and
requirements of the
class.
 Application (Individual for 30 mins)

Sample Schedule – (e.g. Class Program following the

Modified/Adjusted Curriculum for Level I and II CWID

Tag Line about the Modified/Adjusted Curriculum for Level I and

II CWID

Speech for SOSA (State of the School Address to be delivered

to parents during the Parents Assembly
Issues and Concerns
Addressed by of the
Modified/Adjusted
Curriculum for Children
with Intellectual
Disability
 Issues and Concerns

Instructional Classroom
Pacing Scheduling
Materials Set-up
Challenge…
An eight-year-old boy approached an old man in front of a
wishing well, looked up into his eyes, and asked:
"I understand you're a very wise man. I'd like to
know the secret of life."
The second is BELIEVE.

BELIEVE in yourself based on the thinking

you've done about the values you're going to
live your life by.
The third is DREAM.

DREAM about the things that can be, based

on your belief in yourself and the values
you're going to live by.
The last is DARE.

DARE to make your dreams become reality,

based on your belief in yourself and your
values
And with that, Walter E. Disney
said to the little boy,
"Think,iBeleive, Dream, and
Dare."