Dificultades específicas en el aprendizaje de la suma con números enteros en estudiantes con discapacidad intelectual leve incluidos en las clases ordinarias de Educación General Básica Superior: adaptaciones curriculares

Abstract

The current research arises from the necessity of overcoming limitations and lack of attention and motivation in order to develop abilities and intellectual potentiality in adolescents with intellectual disability and learning difficulties; this research was carried out at Unidad Educativa Francisco Febres Cordero high school in Cuenca. Therefore, this study aims to develop curricular adaptations based on the specific difficulties shown in students with mild intellectual disabilities when learning whole numbers addition; these adaptations were included in regular lessons in tenth school year of secondary education. The sample chosen for this study was of three students with mild intellectual disabilities from nineth school year at the mentioned high school. First, a diagnostic test was applied to the group. It allowed the researcher to determine the curricular competences in Mathematics and the specific difficulties that this group presented when adding whole numbers. Thus, based on the results, it was possible to develop the appropriate curricular and accessibility adaptations for them. In order to analyze the effectiveness of the proposed adaptations, a second stage was carried out. It consisted on applying the same test used as a diagnostic to the group. The results demonstrated that when preparing and applying the curricular and accessibility adaptations, students with mild intellectual abilities improved significantly their academic performance. These adaptations must be registered in the individual document of curricular adaptations proposed by the Ministry of Education.