Curriculum Adaptation for Students with Special Needs

Posted on Jan 27, 2025 in Naval Architecture and Marine Engineering

Adapting Curriculum (ACI): Non-Significant

Aimed at students in the group with special needs, learning difficulties, or integrated with slight deficiencies. These are adaptations that result in changes in access to the curriculum elements:

  • Organization of human resources.
  • Distribution of spaces.
  • Disposition in the classroom.
  • Didactic facilities and resources.
  • Schedules and groupings of students.

Basic Elements of the Curriculum:

  • Methodological adaptation.
  • Adaptation of activities.
  • Adaptation of the type of assessment.

Significant Curriculum Adaptation (ACI)

These are individual educational adaptations that entail changes in the prescriptive elements of the stage curriculum cycle. Addressed to students with learning difficulties who have not developed the capabilities of previous cycles or stages. They have, as regards, the overall objectives of specific phases for each cycle and may even be targets of a previous cycle. When they cannot be properly addressed from the modified programming, classroom curriculum elements such as:

  • Objectives (in some areas).
  • Contents: Prioritizing.
  • Sequencing.
  • Timing.
  • Methodology: activities, school organization, resources.
  • Evaluation Criteria.
  • Promotion criteria.

Spoke: A team of teachers who interact with students, coordinated by the tutor-mentoring, support teacher, teacher specialist, professional equipment, and Learning Support.

Steps in Developing an ACI (Individual Educational Plan)

  1. Collection of information on known information / SEN Detection. Evaluation requiring initial adaptation / Professors-tutors.
  2. Useful data collection by the ICA / General situation of the student. The student’s situation with regard to the PCC / Teachers, tutors, guidance, and curriculum design specialists.
  3. ACI / Area. Sequence definition of objectives. Contents. Type of activities. Methodology to employ. Schedules and time distribution. Criteria and evaluation / Guardian, teachers and support specialists, and counselor.
  4. Curriculum design / Time, hours, and teachers accountable for their continuous and formative development. Evaluation / Guardian, teachers and support specialists, and ACI counselor.
  5. Rating and performance / Verification of all development phases and final plan. Student situation. Difficulties and effective strategies / EPC, guidance departments, teachers, tutors, and heads of studies.

Action: Students with NEAE

SEN: Adaptations to curricular access. Adaptation by significantly adapting the curriculum.

NEAE Other:

Primary:

  • Support in a regular group.
  • Support in a small group.
  • Flexible groups.
  • Booster programs.
  • Curricular adaptations.

Secondary:

  • Regular group support.
  • Split groups.
  • Programs of curricular diversification.
  • Programs of reinforcement.
  • Coexistence improvement programs.
  • Curriculum adaptations.

Adapting Curriculum

Adaptations specific to a student with disabilities. Integrated individualized curriculum or medium adaptation in light of the basic elements of curriculum objectives in some areas (methodology, in some of the content, in the evaluation). A team of teachers who interact with students, coordinated by the tutor (tutoring, support teacher, specialist teacher, professionals of the EAS (Educational Service Team), other staff).