Name: Lucila B.
Diesta, EdD Date: October 18, 2025
Course: SPED 204 Prof: Dr. Jessica N. Deguit
CURRICULUM INPUT ADAPTATION AND LESSON PROCEDURE
I. General Curriculum Adaptation
For Learners with Dyscalculia – Emphasis on Self-Care and Name Concept
Formation
a. Overview and Rationale
Children with dyscalculia face persistent challenges in processing numerical
information, understanding quantitative relationships, and managing tasks that
involve sequencing or spatial organization. This condition is recognized as a
specific learning disability, distinct from general intellectual impairment, that
affects how learners acquire and retain number-related concepts (Butterworth et
al., 2011). A developmentally responsive curriculum must therefore go beyond
numerical accuracy to emphasize functional cognition, self-care, and symbolic
understanding. According to Westwood (2018), adapted instruction for learners
with mathematical learning disabilities should emphasize hands-on, real-life
experiences to build conceptual understanding. The Concrete–Representational–
Abstract (CRA) model has been proven effective in bridging concrete experiences
with symbolic understanding (Flores et al., 2014).
This curriculum adaptation integrates self-care and name concept formation as
functional contexts for learning. The approach uses routine-based instruction,
guided play, and visual-tactile methods to cultivate independence, confidence, and
readiness for academic learning.
II. Learning Goals and Objectives
A. Self-Care Domain
General Goal: To develop the learner’s independence in performing daily
self-care routines and applying learned skills in natural contexts.
Specific Objectives:
1. Identify and follow basic routines (e.g., tooth brushing, dressing, eating,
toileting).
2. Recognize and name personal items (toothbrush, towel, clothes, shoes).
3. Sequence steps in self-care using picture or visual cues.
4. Request help appropriately, developing social and communication skills.
B. Cognitive and Name Concepts Domain
General Goal: To foster the learner’s ability to recognize their own name
and understand basic
symbolic representations as precursors to literacy and numeracy.
Specific Objectives:
1. Recognize and spell their name using visual cards or tactile materials.
2. Identify letters in their name.
3. Recognize simple number symbols (1–3) through everyday routines.
4. Associate objects with basic quantities (one/many, more/less).
5. Match name tags to personal items (e.g., cubby, bag, chair).
III. Teaching Approaches and Strategies
This curriculum adaptation employs the Concrete–Representational–Abstract
(CRA) model as a foundation for multisensory learning. Learners begin with
concrete materials such as real objects and tactile tools, move to representational
visuals, and gradually transition to abstract symbols like letters and numbers.
Strategies include:
Visual supports: charts, sequence photos, and labeled objects.
Tactile tools: sand trays, clay, and magnetic letters.
Verbal reinforcement and modeling.
Structured routines for predictability and mastery.
IV. Assessment and Progress Monitoring
Evaluation focuses on functional performance rather than numerical achievement.
Authentic assessment tools capture both progress and process. Key tools include
anecdotal records, developmental checklists, portfolios, and parent feedback.
V. Expected Outcomes
After 3–6 months of implementation, learners are expected to:
1. Recognize and verbalize their name.
2. Independently complete at least three self-care routines.
3. Identify and match personal belongings using name tags.
4. Demonstrate number awareness (1–3) in real-life tasks.
5. Show increased confidence and engagement in classroom routines.
VI. Family and Home Reinforcement
Parental collaboration enhances skill transfer and maintenance. Parents are
encouraged to use consistent labeling, reinforce visual routines, and maintain a
home–school notebook to strengthen learning continuity.
References (for Section I)
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to
education. *Science, 332*(6033), 1049–1053.
https://doi.org/10.1126/science.1201536
CAST. (2018). *Universal Design for Learning guidelines version 2.2.* CAST.
https://udlguidelines.cast.org
Flores, M. M., Hinton, V. M., & Taylor, J. (2014). The concrete–representational–
abstract sequence and early mathematics instruction: A review of the literature.
*Journal of Special Education, 48*(2), 163–173.
https://doi.org/10.1177/0022466912467866
Tomlinson, C. A. (2017). *How to differentiate instruction in academically
diverse classrooms* (3rd ed.). ASCD.
TEACHING APPROACHES AND STRATEGIES
Learner: 5-year-old with Dyscalculia
Subject Area: Functional Mathematics & Self-Care (Integrated Lesson)
Focus Skills:
Cognitive/Academic: Name Recognition (Name Concept), Counting Steps in Handwashing
Functional/Life Skill: Proper Handwashing Routine
Socio-Emotional: Self-confidence, Independence, Routine following
I. LEARNING AREA / TOPIC
Theme: “Knowing Myself and Keeping Clean”
Subtopic: Recognizing My Name and Practicing Handwashing Steps
II. LEARNING OBJECTIVES
By the end of the 30-minute session, the learner will be able to:
Domain Specific Objective Observable Behavior
Identify and match their written name among 3
Cognitive Points or traces their name correctly.
name cards.
Numeracy Count the 5 main steps of handwashing using Uses fingers or counters to show “1 to 5”
(adapted) visual cues and manipulatives. steps with assistance.
Perform the sequence of handwashing steps
Psychomotor Follows modeled handwashing steps.
with minimal prompts.
Show enjoyment and participation during group Smiles, sings, or joins peers with
Affective/Social
song and activity. encouragement.
III. MATERIALS / RESOURCES
Name cards (learner’s name + 2 familiar classmates’ names)
Mirror and handwashing station (or water basin setup)
Picture cards of 5 steps in handwashing
(1. Wet hands → 2. Apply soap → 3. Rub palms → 4. Rinse → 5. Dry hands)
Visual schedule chart with Velcro or magnetic icons
Counting cubes or bottle caps (for counting each step)
“Handwashing Song” (to the tune of Twinkle, Twinkle Little Star)
Towel and soap
Reward stickers / verbal praise
IV. PROCEDURE
A. Introduction / Motivation (5 minutes)
Greeting Song – “Hello [child’s name]!” (to reinforce name concept).
Teacher displays name card and says:
“Good morning, [child’s name]! Can you point to your name card?”
Allow the learner to touch, trace, or place their name card on their chest.
Brief discussion:
“Our names tell who we are. Today, we’ll learn about your name and how to keep our hands clean!”
B. Presentation / Guided Practice (15 minutes)
Activity 1: “This is My Name!” (Name Concept Integration)
Show three name tag cards (own name, classmate’s name, teacher’s name).
Have the learner identify their own card.
Scaffold if needed:
o Concrete: Use picture and name combination.
o Representational: Remove picture, show name only.
o Abstract: Ask, “Can you spell or say your name?”
Reinforcement: Let the child stick their name card on a “My Clean Hands Chart.”
Activity 2: “Clean Hands, Happy Hands” (Handwashing Routine color coding)
Show visual cards of color coded with picture handwashing steps.
Model each step slowly
Color coded steps
Wet hands
Soap
Rub
Rinse
Dry
Encourage the learner to count along using fingers or counters.
Use song reinforcement:
🎵 “Wash, wash, wash your hands, count from 1 to 5! Soap and rinse and dry them well, clean hands
keep us alive!”
Repeat with the learner performing steps with hand-over-hand guidance as needed.
C. Independent Practice (5 minutes)
The learner performs the handwashing sequence independently using the visual chart.
Teacher observes, giving verbal prompts only when necessary.
Reinforce counting aloud for each step (“Step 1, Step 2…”).
After completion, teacher gives positive feedback and a sticker.
D. Closure (5 minutes)
Review name concept and routine:
“Whose name is this?” (Show name card.)
“Can you tell me what we do first when washing hands?”
Praise effort: “You did great remembering your name and keeping your hands clean!”
End with goodbye song using the child’s name.
V. ASSESSMENT / EVALUATION
Skill Criteria Level of Support Remarks
Name recognition Correctly identifies own name ☐ Independent ☐ With prompt
Counting steps (1– Counts correctly during
☐ Independent ☐ With visual cue
5) handwashing
Handwashing ☐ Independent ☐ Partial assistance ☐
Performs sequence correctly
routine Full assistance
Participation Engages in song/activity ☐ Engaged ☐ Minimal ☐ Refused
VI. MODIFICATIONS / ACCOMMODATIONS
Provide visual schedule of name and handwashing routine.
Use color-coded cues (blue for name, green for washing steps).
Allow extra time and repetition.
Give physical or verbal prompts (“Next is rinse!”).
Integrate peer modeling for imitation.
Provide sensory comfort items (soft towel, gentle water temperature).
VII. HOME CONNECTION / PARENT SUPPORT
Send a “My Handwashing Steps” chart for home use.
Ask parents to:
Display the child’s name card on bedroom door.
Practice the 5 handwashing steps daily with counting aloud.
Praise independence (“You remembered step 3—good job!”).
VIII. TEACHER’S REFLECTION
Did the learner respond better to visual, tactile, or auditory prompts?
How consistent was counting from 1–5?
Next session: reinforce step sequencing and introduce toothbrushing routine with counting and name
concept.
REFERENCES
Butterworth, B., & Laurillard, D. (2016). Low numeracy and dyscalculia: Identification and intervention.
ZDM Mathematics Education, 48(7), 111–122.
Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and
persistent low achievement in mathematics. Journal of Developmental & Behavioral Pediatrics, 32(3),
250–263.
Ministry of Education (2020). Early Childhood Curriculum Guide for Learners with Special Educational
Needs. Manila: DepEd SPED Division.
Sousa, D. A. (2015). How the brain learns mathematics (2nd ed.). Corwin Press.
UNESCO MGIEP. (2023). Coping with dyscalculia. Retrieved from
https://mgiep.unesco.org/article/coping-with-dyscalculia
