Curricular Adaptations: Similarities and Differences of their Implementation in Chilean Faculty
DOI:
https://doi.org/10.15359/ree.20-1.15Keywords:
Curricular adaptations, special education needs, teaching role, educational integration, educational inclusion.Abstract
This research describes the process that is performed to carry out curriculum adaptations in the mathematics course for students who showed some type of temporary special education need. The existing coordination between mathematics and special needs’ teachers, as promoter action of the curricular adaptations, has been considered. The methodology used relates to qualitative with a phenomenological approach, and the main data collection technique was the semi-structured interview. In this study, ten teachers of two educational institutions featuring an integration program participated. The main findings show that faculty and responsible staff of the School Integration Program comply with the regulations and requirements of the Decree # 170 in relation to curricular adaptations, but such compliance is subject to informality in the articulation and planning due to lack of time and resources available. Therefore, it is concluded that there is a constant need for curriculum adaptations since these are a mechanism which allows the individualization of education, improving quality of life and special education in ChileReferences
Bendová, P., Čecháčková, M., & Šádková, L. (2014). Inclusive Education of Pre-school Children with Special Educational Needs in Kindergartens [Educación inclusiva de niños preescolares con necesidades educativas especiales en jardines infantiles]. Procedia - Social and Behavioral Sciences, 112, 1014-1021. doi: http://dx.doi.org/10.1016/j.sbspro.2014.01.1263
Borca, C. V. (2010). The school inclusion of children with special educational needs in Romania [La inclusión escolar de los niños con necesidades educativas especiales en Rumania].Procedia - Social and Behavioral Sciences, 2(2), 4325-4329. doi: http://dx.doi.org/10.1016/j.sbspro.2010.03.687
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Social participation of students with special educational needs in mainstream seventh grade [Participación social de estudiantes con necesidades educativas especiales en Mainstream Séptimo Grado]. Procedia - Social and Behavioral Sciences, 93, 1952-1956. doi: http://dx.doi.org/10.1016/j.sbspro.2013.10.147
Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis [Funciones docentes en actividades de aprendizaje ricas en tecnología para alfabetización temprana: Un análisis cruzado de casos]. Computers & Education, 72, 68-79. doi: http://dx.doi.org/10.1016/j.compedu.2013.10.014
Friedmann, Z., & Lazarová, B. (2013). The specific Features of professional aspirations of pupils with special educational needs in czech basic schools [Las características específicas de las aspiraciones profesionales de alumnos con necesidades educativas especiales en escuelas primarias checas]. Procedia - Social and Behavioral Sciences, 93, 296-301. doi: http://dx.doi.org/10.1016/j.sbspro.2013.09.193
Galve, J. L. , & Trallero, M. (Eds.). (2002). Adaptaciones curriculares. Guía para profesores tutores de educación primaria y educación especial. España: CEPE.
Garrido, J., & Santana, R. (Eds.). (1994). Adaptaciones curriculares. Madrid: CEPE.
Ghergut, A. (2011). Education of children with special needs in Romania; attitudes and experiences [Educación de niños con necesidades especiales en Rumania; Actitudes y experiencias]. Procedia - Social and Behavioral Sciences, 12, 595-599. doi: http://dx.doi.org/10.1016/j.sbspro.2011.02.073
González, D. (Ed.). (1993). Adaptaciones curriculares. Guía para su elaboración. Málaga: Aljibe.
Granada, M., Pomés, M. P., & Sanhueza, S. (Julio, 2013). Actitud de los profesores hacia la inclusión educativa. Papeles de trabajo, 25, 51-59. Recuperado de http://www.scielo.org.ar/pdf/paptra/n25/n25a03.pdf
Hussein, H. (2012). The influence of sensory gardens on the behaviour of children with special educational needs [La influencia de los jardines sensoriales en el comportamiento de los niños con necesidades educativas especiales]. Procedia - Social and Behavioral Sciences, 38, 343-354. doi http://dx.doi.org/10.1016/j.sbspro.2012.03.356
Illán, N., & Molina, J. (Julio-setiembre, 2011). Integración curricular: Respuesta al reto de educar en y desde la diversidad. Educar em Revista, 41, 17-40. Recuperado de http://www.scielo.br/pdf/er/n41/03.pdf
Isoda, M. (2010). Lesson study: Problem solving approaches in mathematics education as a japanese experience [Estudio de la lección: Enfoques de resolución de problemas en educación de la matemática como experiencia japonesa]. Procedia - Social and Behavioral Sciences, 8, 17-27. doi: http://dx.doi.org/10.1016/j.sbspro.2010.12.003
Keslair, F., Maurin, E., & McNally, S. (2012). Every child matters? An evaluation of “Special Educational Needs” programmes in England [Cada niño importa? Una evaluación de “necesidades educativas especiales” programas en Inglaterra]. Economics of Education Review, 31(6), 932-948. doi: http://dx.doi.org/10.1016/j.econedurev.2012.06.005
Marchesi, Á. (2001). La práctica de las escuelas inclusivas. En Marchesi, A., Colls, C., & Palacios, J. (Comps.), Desarrollo psicológico y educación 3. Trastornos del desarrollo y necesidades educativas especiales (pp. 45-74). Madrid,: Alianza Editorial.
Mâţă, L., & Suciu, A. I. (2011). Curricular innovative model focused on developing pedagogical competences of teachers of Language and communication [Modelo curricular innovador centrado en el desarrollo de competencias pedagógicas de los profesores de lengua y comunicación]. Procedia - Social and Behavioral Sciences, 12, 274-282. doi: http://dx.doi.org/10.1016/j.sbspro.2011.02.036
MINEDUC. (2008). Marco para la buena enseñanza (7ª ed.). Santiago, Chile: Autor. Recuperado de http://www.docentemas.cl/docs/MBE2008.pdf
MINEDUC. (14 de mayo, 2009). Decreto N° 170. Fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiarios de las subvenciones para educación especial. Santiago: Autor.
MINEDUC. (2010). Bases curriculares de la educación parvularia. Santiago, Chile: Editorial Valente.
Paredes, V. (2014). A teacher like me or a student like me? Role model versus teacher bias effect [Un maestro como yo o un estudiante como yo? Modelo a seguir frente al efecto de sesgo maestro]. Economics of Education Review, 39, 38-49. doi: http://dx.doi.org/10.1016/j.econedurev.2013.12.001
Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed [Efectos de la inclusión de los estudiantes con y sin necesidades educativas especiales]. Educational Research Review, 4(2), 67-79. doi: http://dx.doi.org/10.1016/j.edurev.2009.02.002
Sanhueza, S., Granada, M. y Bravo, L. (Setiembre-diciembre, 2012). Actitudes del profesorado de Chile y Costa Rica hacia la inclusión educativa. Cuadernos de Pesquisa, 42(147), 884-899. Recuperado de http://www.scielo.br/pdf/cp/v42n147/13.pdf
Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools [Más allá de las fronteras temáticas: Cuatro estudios de caso de la pedagogía transversal en las escuelas secundarias]. International Journal of Educational Research, 55, 79-88. doi: http://dx.doi.org/10.1016/j.ijer.2012.07.004
Sethi, V. D., & Trend, U. (1996). Early recognition of children with special educational needs: Report froma district [El reconocimiento precoz de los niños con necesidades educativas especiales: Informe de un distrito]. Public Health, 110(2), 107-108. doi: http://dx.doi.org/10.1016/S0033-3506(96)80055-2
Simões, C., Matos, M. G., Tomé, G., Ferreira, M., Chaínho, amp, & H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs [Satisfacción escolar y rendimiento académico: El efecto de los activos de la escuela e internos como moderadores de esta relación en los adolescentes con necesidades especiales]. Procedia - Social and Behavioral Sciences, 9, 1177-1181. doi: http://dx.doi.org/10.1016/j.sbspro.2010.12.303
Thinwiangthong, S., & Inprasitha, M. (2014). Pre- and In-service teachers’ role to improve the teaching and learning mathematics [Pre y post en el servicio del maestro para mejorar la enseñanza y el aprendizaje de las matemáticas]. Procedia - Social and Behavioral Sciences, 116, 1940-1944. doi: http://dx.doi.org/10.1016/j.sbspro.2014.01.499
Unesco. (2003). Superar la exclusión mediante planteamientos integradores en la educación. Un desafío & una visión. Documento conceptual. Recuperado de http://unesdoc.unesco.org/images/0013/001347/134785s.pdf
Vassiliki, G., Marita, P., & Eleni, A. (2011). T The efficacy of teaching Differentiation on children with special educational needs (SEN) through literature [La eficacia de la enseñanza diferenciada en los niños con necesidades educativas especiales (NEE) a través de la literatura]. Procedia - Social and Behavioral Sciences, 29(0), 67-74. doi: http://dx.doi.org/10.1016/j.sbspro.2011.11.207
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License: