Implementación de adaptaciones curriculares para Necesidades Educativas Especiales en Básica Media desde la percepción del profesorado

Abstract

This research paper focuses on Inclusive Education and explores how curriculum adaptations are implemented for students with Special Educational Needs (SEN), from the teachers’ perspective. This topic has been widely studied because of its impact on teaching practice and learning processes. The main goal was to understand teachers’ perceptions about applying curriculum adaptations for students with SEN. The study used a qualitative method with a phenomenological design. The sample included 11 middle school teachers from private religious schools in the city of Cuenca. Semi-structured interviews were conducted to collect data. The most important findings show that teachers see curriculum adaptations as key tools to adjust the curriculum to the individual needs of each student. Also, the concept of SEN is broadened, as teachers recognize that not only students with clear disabilities need adaptations, but all students can benefit from them. In addition, the study highlights the need to strengthen teacher training, use inclusive strategies, and promote flexible planning to ensure the participation of all students.