<b>The inclusive school strategies to deal with it: the curricular adaptations</b> - doi: 10.4025/actascieduc.v32i2.9772

Abstract

Although we have been working and discussing for nearly two decades about models to deal with students with special education needs in our schools, we are still debating about the most suitable methodology to apply. This paper tries to analyse the fact that adapted curriculum materials may be a methodological model compatible with the inclusive approach. The key to the question is not the tool itself: adapted curriculum materials have always been considered a versatile resource (despite sometimes being poorly structured). The problem lies on the fact that adapted curriculum materials are designed ignoring the usual activities programmed for regular classes. This analysis aims to make the scientific community aware of the need for an agreement on a methodological tool that, together with other strategies and resources, allows teachers program curriculum objectives and contents. The model proposed for designing adapted curriculum materials must be as close as possible to the materials used in regular classes where students with special education needs are. This is the only possible way to truly implement inclusion of students with special education needs in the so-called inclusive school.