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Curricular Adaptations: When are They Used?

The curricular adaptation is classified and known as a type of educational strategy that facilitates access to training for students with special needs.

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The curricular adaptations are accommodations or adjustments of the educational offer common to the possibilities and needs of each person. In particular, reference is made to the school stage. That is, it focuses on children who have certain difficulties.

Thus, curricular adaptations are classified and known as a type of educational strategy. They are a series of resources that seek to facilitate access to the training of students with special needs. After all, it is about taking into account the individual characteristics of the student when planning the methodology, the contents and, above all, the evaluation of it.

In this way, what is done is to adapt the student’s curriculum to adapt it to its particular characteristics. The objective is to make certain objectives or contents more accessible to children who need an adaptation. So that it becomes possible to modify or eliminate those elements of the curriculum that are impossible to reach due to the difficulties that present.

In which cases the curricular adaptations are used

It is important to keep in mind that the basic elements of the curriculum are the objectives, the contents and the evaluation criteria. Based on these three factors, curricular adaptation will be designed and implemented.

Thus, in the first place, it is possible to distinguish between two types of adaptations. These differ as modified or not the basic elements mentioned. Thus, non-significant and significant adaptations are established.

Non-significant curricular adaptations

In this case, the basic elements of the curriculum are not modified. However, they are modified or adapted:

  • The organization and methodology.
  • The general environment of the student.
  • The contents, although it is done lightly. There is not usually a curricular lag of more than two courses.

Following this scheme it can be verified that the adaptations, truly, affect elements such as the type of activities carried out or the evaluation techniques. They do not affect in any case the educational objectives, which will remain the same as for the rest of the student’s classmates.

This implies that there will be no impact on the evaluation and promotion of the child experiencing adaptation, because the essential objectives are not modified.

Significant curricular adaptations

On the other hand, significant curricular adaptations are defined as those in which the basic elements of the curriculum are modified.

This is generally due to the fact that the characteristics presented by the student in relation to the school environment mean that he is not able to achieve the objectives proposed for the course in which he is. These needs are known as specific educational support.

If this situation occurs, the promotion of the child will depend on whether it finally reaches specific objectives. Objectives previously proposed in your Individual Curriculum Adaptation Document.

Assuming that the objectives are not achieved, in certain cases the student could remain in the same course for another year. The objective would be that the child had the opportunity to reach the objectives or the corresponding degree. The fact that the opportunity is very beneficial for their socializing process is also valued.

Social aspects and other characteristics of curricular adaptation

It is important to take into account the process of introducing curricular adaptation. The decision must be agreed by the set of professionals involved in the educational process. In addition, in any case, it must be collected in writing.

The foundation that sustains this practice in general is focused on the idea of ​​social inclusion. In the non-discrimination of any person, whatever their condition. In particular, in the face of their professional training. As indicated by Carina Paniagua in her work “The Curricular Adaptations”, inclusion is the attitude that encompasses listening, dialoguing, cooperating, asking. Also accept, trust, welcome the needs of diversity.

Inclusion assumes that we are all unique in capacity and worth, that we can all learn. We would be talking about an unfinished and continuous process, observable in participatory practices and actions built on the basis of freedom.

Beyond the above, the practice of all these actions can be complex. In particular, obtaining the degree certificate in compulsory secondary education through a curricular adaptation may entail certain effects. For example, it may mean that the student can not access social guarantee programs.

Therefore, it is essential to request professional help when the situation can arise. Also analyze each case carefully before making a decision about it.

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