CURRICULAR ADAPTATIONS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The curricular adaptations and the academic performance of students with Special Educational Needs, Associated or not with a Disability at the Technical University of Ambato, are investigated, as a baseline, prior to the implementation of innovative methodologies for their systemic and holistic training. The problem of research lies in a homogenizing formation, as if all students learned the same thing, in the same way and at the same time. The objectives are to determine: the degree of predominant curricular adaptation, the elements of the curriculum to which the curricular adaptations are applied and the academic performance of the students considered in the sample for piloting. A non-experimental, cross-descriptive design was used. To investigate the degree of curricular adaptations, a questionnaire was administered to fifty students with SEN; and, to establish the academic performance, a pilot documentary study of eleven students with SEN was carried out, selected by intentional non-probabilistic sampling and by experts' decision. There is evidence that non-significant curricular adaptations are made in an incipient manner and that the academic performance of students with hearing and intellectual disabilities is below average.