La adaptación curricular inclusiva en estudiantes con necesidades educativas especiales (Original)ial Educational Needs (Original)

Abstract

Many children have limitations for some activities, but they have potential, although they require greater attention; this does not mean inability in certain spheres of life. Many of them have stood out in history for their talents. The objective of this research is to assess the perception of teachers and directors of the “Pedro José Arteta” Educational Unit, regarding the incidence of curricular adaptation in teaching based on the improvement of the teaching-learning process of students with special educational needs associated with disability. In this descriptive, transversal, non-experimental study, the inductive method was used, through qualitative techniques and as the main instrument the survey of 31 professionals from the Educational Unit, with respect to the curriculum and educational skills, as well as curricular adaptation, according to the special educational needs associated with disability. Support was revealed by respondents regarding inclusive curricular adaptations, constant updating of the curriculum, the specific needs of students and the need to constantly innovate in methodological strategies. Areas of improvement are also evident in the use and management of curricular adaptations, as well as in the resources and materials available and in the training and continuous professional development for teachers in this field. The perception of teachers and directors of the institution, regarding curricular adaptations with respect to the inclusion of students with special educational needs associated with disabilities, are valued positively.