SUBMITTED TO:

**MAM KIRAN MUSHTAQ**

SUBMITTED BY:

GROUP “”B”” {Ali Haider, Hafiz Usama Kareem, Muhammad Sohaib ,

Zunaira Noor, Nadia Bashir, Anoosh Fatima, Rizwana Fayyaz}

SEMESTER:

5TH MORNING {A}

COURSE:

CURRICULUM SPECIAL NEEDS

INSTITUTE:

THE ISLAMIA UNIVERSITY OF BAHAWALPUR

ASSIGNMENT TOPIC:

COMPARISON BETWEEN DIFFERENT TYPES OF CURRICULUM

TYPES OF CURRICULUM IN SPECIAL EDUCATION SPECIAL

NEEDS AND

SPECIAL REQUIREMENTS
NORMAL CURRICULUM
The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses offered
by a school, but it is rarely used in such a general sense in schools.

MODIFIED CURRICULUM
A curriculum modification is a change to a classroom activity or to the classroom materials in
order to maximize a child's participation. These changes aren't big, but they are intentional.
Usually a modification means a change in what is being taught to or expected from the
student. Making the assignment easier so the student is not doing the same level of work as
other students is an example of an example of modification. CURRICULUM
DEVELOPMENT

Accommodation
 A strategy used to help a student with
learning needs experience the same
curriculum as his or her peers
 Has the same learning outcomes as his or
her peers
 Happens in the general education classroom
 Tools, materials, technology, visual aides
and timing are used to help the student
access the curriculum so he/she can learn
the same content as his or her peers
 Grading is the same
Modification
 A strategy used to help a student with
significant learning needs experience the
same curriculum as his or her peers
 Has different learning outcomes than his
or her peers
 Happens in the general education classroom
 Tools, materials, technology, visual aides
and timing are used to help the student
experience the curriculum but may not learn
the same content as his or her peers
 Grading is different

 Curriculum learning expectations and  Curriculum learning expectations

outcomes are the same.
 Occurs in the general education
classroom.
 Tools, materials, technology, visual aids,
physical space and timing are used to
help the student access the curriculum.
 Grading is the same.
outcomes are different.
 Occurs in the general education
classroom.
 Tools, materials, technology, visual aids,
physical space and timing are used to
help the student access the curriculum.
 Grading is different and appropriate the
student’s specific development level and
learning needs.

CURRICULUM DEVELOPMENT
Curriculum development is deliberate process, not a event, that takes concentrated time,
effort and faculty commitment.
The process consists of a series of systematic, logical, dynamic spiraled and
Can be time consuming and labor intensive.

CORE CURRICULUM
A core curriculum is a set of educational goals, explicitly taught {and not taught}, focused on
making sure that all students involved learn certain material tied to a specific age or grade.
Curriculum in special education schools

The curriculum of special education schools is tailored to support children with moderate to
severe special educational needs. Learn about the types of curriculum and which option can be
more beneficial to your child.
Special Education (SPED) Curriculum Framework
Introduced in 2012, the SPED Curriculum Framework of Living, Learning and Working in
the 21st century sets a common direction for excellence in teaching and learning while
providing flexibility and space for SPED schools to customise their curriculum to meet the
unique needs of their diverse student profiles.
The framework articulates the vision of ‘Active in the community, Valued in the society' for
special education, and the education outcomes of ‘living, learning and working'. The 7 core
learning domains are:
 Communication and Language
 Numeracy
 Daily Living Skills
 Social-Emotional Learning
 Physical Education
 Arts
 Vocational Education
The framework also affirms the importance of Character and Citizenship Education (CCE) as
the foundation for a values-based special education, and the use of Information and
Communication Technology (ICT) as an enabler for teaching and learning.
Types of curriculum
There are 2 types of curriculum that children with moderate to severe special educational
needs can take:
 Customised
 National
Customised curriculum
Special education schools generally offer customised curriculum aimed at providing a child-
centred, holistic learning experience for children with special needs.
The curriculum is intended to develop students' potential and equip them with essential
knowledge and life skills through key learning areas in as mentioned in the SPED Curriculum
Framework.
National curriculum
Children with special needs can take the national curriculum at selected SPED schools if they
have been assessed to have:
 Adequate cognitive skills, such as reasoning, working and long-term memory, to learn
the national curriculum.
 Adaptive skills, such as communication, social skills, that require additional
specialised support.
To better meet their additional needs, these children will also receive support in practical
skills such as daily living skills and social-emotional skills.
After successfully completing the Primary School Leaving Examination (PSLE), your child
can choose to study in a mainstream secondary school. The choice of secondary school will
depend on your child's PSLE results.
Children with autism spectrum disorder can choose to take the national secondary curriculum
at path light school or stander’s mission school.
Some children’s needs may be best supported in designated secondary schools. Learn about
support in mainstream secondary schools.

Explore your child’s educational journey

Your child’s educational journey can proceed along different pathways
which provide arrange of support. Learn about what these are and how
you can plan your child’s educational journey.