Diversification and Curriculum Adaptations in Early and Primary Education

3.3. METHODOLOGICAL ADAPTATIONS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

A. INTELLECTUAL DISABILITY
It is essential to individualize the work methodology, in the same way as is done when selecting
capabilities. On the other hand, coordination between all those involved in their education is essential:
classroom teacher, support teachers, specialized services and family, so that the intervention is carried out
with the greatest degree of coherence and collaboration possible. In any case, organizational flexibility in
the center is an essential requirement to carry out a correct school integration of students with intellectual
disabilities.

a) Work methodology

When working, it is advisable to use strategies that respond to your psychobiological characteristics
and that adapt to your way of thinking and acting. For example, if they perceive information better
visually than auditory, the presentation of images, drawings and even objects to manipulate will help
them improve their retention. Other valid suggestions may be:

o Give specific guidelines for action instead of vague general instructions.

o Use instructional techniques and materials that promote direct experience.
o Employ direct help and demonstrations or modeling with explanations.
o Act with flexibility, adapting the methodology to the needs of the student, their
personal progress and being willing to modify it if the results are not as expected.
o Sequence the skills and contents in increasing order of difficulty, breaking down
the tasks into intermediate steps.

b) Activities, materials, spaces and times

Flexibility in the presentation of activities is recommended, keeping in mind that in some cases the
prepared activity will not be able to be carried out as planned. Also suggested:

O Present short-term activities, using game-based learning, that is, they are
entertaining and attractive.
o Leave them enough time to finish the tasks and little by little demand greater
speed in their execution or completion.
O Give the student the possibility of working with real objects and obtaining
information from means other than the written text.
o Have the material to be used prepared in advance. It is advisable to have plenty
of material in case activities have to be changed.
o Apply what is taught and let them do repeated practices to consolidate what they
have learned.

c) Socialization and groups

In social integration, the fundamental thing is that the student enjoys the same rights and fulfills the

same duties as others. It is about being one more in the group and in the classroom, treating him like

the others, without greater demands but not with privileges either. Therefore, it is recommended: 7

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O Give you the possibility of developing both individual work and work in different types of groups.
o Vary the distribution of the class and the order of the tables to encourage activities in small
groups.
o Apply or develop social skills training programs.
O They must do things in common with other students. Let them carry the same books, have the
same homework diary, share classes, etc.

From the perspective of their socialization, teachers must behave in class knowing that they
themselves become "models" for the students, since they learn many of their behaviors by observation.
Regarding colleagues, the best strategy is to treat the topic normally, answering their questions
naturally. What is essential is the treatment that the teacher gives to the student, since his classmates
will act in a similar way.

d) Methodological suggestions to apply in the group/class.

To respond to the educational needs of the students, within the class group, some of the following
methodological guidelines can be taken. All of them are measures, individual or collective, that, being
aimed at helping a specific student in their educational process, can be applied to the class as a whole.

O Carry out individual monitoring of the student, analyzing their educational progress, recognizing
their progress, frequently reviewing their work, etc.
O Promote the carrying out of activities controlled individually by the teacher, having planned
moments to provide help in relation to the specific aspects in which they have difficulties.
O Establish moments in classes in which mutual help is carried out between equals, looking for
classmates who support the student and help them with their tasks.
O Include reinforcement activities in the programming, looking for new strategies to achieve the
same learning.
o Plan varied activities for the same objective, using different materials or work supports.
O Design two or more learning paths for each objective, which offer each student opportunities to
learn content that they do not master.
o Make a materials bank, with work material for each unit at different levels of difficulty (normal
and reinforcement activities, individual or group). It can even be planned that, over time, the
student can access them autonomously without the need for constant intervention from the
teacher.
O Prepare an individual folder with reinforcement or expansion activities for the student.
OR Design an individual sheet for each student, with the objectives and activities scheduled for
them for a given period (summary for a period of time, for example two weeks.
o Consider the possibility of including the coordinated and simultaneous intervention of two
professionals with the same classroom group, to support this student or others.
O Organize reinforcement groups outside the fixed schedule, with students with similar difficulties.
O Reorder and regroup students in a classroom based on their level in various areas or subjects.
 Diversification and Curriculum Adaptations in Early and Primary Education

O Carry out activities with different types of groups, individual, large group and whenever
possible in small group.
O Make a flexible distribution of spaces and times. For example, distributing the class into
activity areas or workshops and schedules based on the students' work pace.
o Limit oral presentations in class, complementing them whenever possible with other forms of
work.

B. HEARING DISABILITY
The methodology for the deaf student must take into account that the information received will be given
mainly through the sense of sight, therefore graphic information (graphic organizers) will be included in
the texts.

The experienced activities put the student in contact with reality in a more “tangible” way, for example:
representations, dramatizations, mime, use of schemes, computer simulations and these will be
reinforced with study visits.

These activities will benefit all students, especially those who do not have varied experiences or a
different learning style.
a) Adaptations in the methodology

OR For some activities:

Work with a hearing student as a tutor for the deaf student. At the time the hearing
student is taking notes, he or she could place a tracing paper under his/her sheet and
thus the deaf student would have the notes to study;
This will be done voluntarily.
It is recommended that there be one student per area of study, this way we will avoid
creating dependencies in the deaf student.
OR Write tests, assignments, and instructions on the board, because that way the deaf student
will be aware of all assignments and will not be surprised by a test.
o When working with new words, write them on the board and give a synonym or some
example of that word isolated from the text, this will help the deaf student understand it
better.
o Make sure the deaf student is understanding the class by periodically asking questions; If you
realize that he has not understood, repeat the phrase by looking at him or repeat it in the
same way using visual aids, such as pointing to an object and/or showing a photograph.
O If you work with a model or something located in the classroom, point to it or touch it; so the
deaf student will know what is being talked about.
O Make sure the student knows what topic you are going to talk about and let him or her know
when the topic ends or changes.
o Add information to help you better understand the concept of the topics.
o When discussions about a topic take place in the classroom, if possible have the students sit
in a circle, that way the deaf student will be able to read the lips of whoever is speaking.
o Remind hearing students to take turns speaking, so the deaf student won't get confused
trying to guess who is speaking.
o Provide you the day before with a summary of the contents that will be discussed the next
day.
 National Directorate of Special Basic Education

b) Adaptations in Materials
To develop an adequate development of the teaching-learning process, it is necessary to take into
account the following adaptations:

OR If you do a class with videos, make sure that these videos are subtitled or otherwise give the
deaf student a copy of the video content.
o If you work on the computer and the program is purely oral, make written notes for the deaf
student since that way they will understand the program better.
o Use visual aids or graphic organizers (posters with written or graphic instructions, concrete
objects, pictures, signs, photographs, etc.) to help the deaf student better understand the
messages and avoid confusion.

General recommendations for working in the regular classroom

with the deaf student
It is important to follow these recommendations to make the deaf student feel part of the class. Including a deaf
student in a regular institution without support for the student, the inclusive teacher and the institution itself
would be counterproductive.

o Speak to the deaf student always facing him, avoid turning your back to him, since if you do so the
student will not be able to read your lips.
O The mustache and objects in the mouth make it difficult to read the facial lip, avoid covering your mouth
with your hands and/or other objects; Likewise, avoid laughing, eating, smoking, chewing gum, or
moving your body or head excessively while speaking.
O Use a normal voice, without exaggerating your articulation or shouting. Speak at a moderate speed, with
a normal intensity and pausing between one idea and another. Do not separate messages into words
or syllables to avoid distortion of the message or confusion.
O Stay a maximum of one to five feet away from the deaf student.
O Position yourself facing or at an angle that is close to the deaf student's ear with the least hearing loss.
O Use body expression, seek support in the language with gestures that we all use naturally, providing
examples accompanied by actions, such as dramatization.
O It must be dynamic and expressive.
O Before starting a conversation or explanation, make sure that the student is looking at you, if necessary,
touch him on the shoulder gently to get his attention, and then start talking.
c Give the child clear and simple instructions.
O Speak directly to the student and not to the interpreter (if there is one).
o When there is a sign language interpreter in the classroom, make sure he or she has the opportunity to
complete the message before moving on to another point or topic.
o Explain to the hearing students about the hearing disability, because in this way the noise in the
classroom will be reduced and thus the deaf student will be able to work better, a serious way for the
deaf student himself to do so.
o Work with a questionnaire (question-answer), and it is also recommended to give the deaf student a
ballot for the evaluations.
o When taking oral exams, for the deaf student (if he or she does not have good oral skills), do so in
writing.
 Diversification and Curriculum Adaptations in Early and Primary Education

Recommendations by area:

a) Comprehensive communication:

O When dictating, at the beginning the deaf student is given a sheet with the
words to be dictated incorrectly and the student will write them correctly. The
sheet must be prepared in advance, so the deaf student can participate in the
dictation together with his classmates.

b) Mathematical logician:

o To teach mathematical concepts, it is recommended to work with concrete

material (cubes, Legos, etc.).
OR Work with visual comparisons.
O Work with your own body (Ex. To work first last, place the students in a row
and ask who is first), that way the deaf and hearing students will be able to
internalize the concepts better.

c) Science and environment:

O Work with direct experiences where the deaf student can experiment with all
his senses, exploiting the sense of vision and touch.
O Work with models and/or real objects.
O Work with time sequences for better organization.
OR Use comparisons.

d) Social person:

O When working on abstract concepts, it is recommended to dramatize, that way

the deaf student will better understand the meaning.

e) Artistic education:

O The deaf student needs to know the steps of the work he or she is going to do
to better understand and internalize the work process. For this reason, it is
recommended to write the steps of execution of the work on the blackboard
or on a piece of paper.

f) Physical education:

o A visual demonstration would lead to a correct imitation of the movements.

Important: Classrooms with deaf students must have a basic personal resource: the support teacher trained or
specialized in hearing impairment from the SAANEE team (itinerant teacher), who must coordinate the
inclusion process of deaf students and guide the teachers, Parents and the Institution in individual curricular
adaptations, evaluation, schedules, etc.
 National Directorate of Special Basic Education

c. VISUAL DISABILITY

Adaptations to curriculum elements

They are adaptations that imply adapting the curriculum to the needs of the student with visual
impairment, such as: learning the Braille code, handling the abacus, orientation and mobility
skills/strategies, and daily living skills and training for the management of optical and non-optical aids. In
general terms it is recommended:

a. Prioritize skills and content aimed at developing visual potential, stimulating polysensory
perception, implementing social skills and interpersonal relationship programs, developing
emotional security and school and social independence.
b. Adapt the presentation of materials and tasks, promoting a polysensory experience.
c. Eliminate capabilities and content of exclusive visual support, without the possibility of
adapting or modifying with pedagogical supports.
d. Respect their learning rhythms.
e. Modify the timing, in the execution of the tasks, providing approximately 20% more time and
depending on the students to achieve the course or cycle capabilities.
f. Evaluate not considering those learning that have a visual component. Make adaptations to the
evaluation formats and content, whenever possible. If not, replace them with others related to the
sensory input/response channels that the blind student is able to use with greater skill.
g. Paying special attention to verbalisms, it is necessary to highlight, from teaching experience, the
risk that students with visual deficit run of carrying out mechanical or repetitive learning, lacking in
functionality and which are evident in the so-called "verbalisms" (use of terms that do not have, for
them, a conceptual support).

Adaptations to the methodology

The methodology must awaken in students the need to learn, stimulate interest and curiosity, avoiding a
situation of rejection or comparison with another student without disabilities.

The possibilities of students with visual disabilities to relate and interact with other people and carry out
daily activities, whether educational, social or cultural; They are similar to those of any student who does
not present a visual deficit.

It is important to take into account the following considerations in the case of blind students:

O When you use the whiteboard, say what you write out loud so that the student can hear and take
notes.
O Make a verbal description of the graphic information displayed (transparencies, videos, etc.) to
make it easier for the student to follow the presentation.
O Give the student more time when carrying out writing and reading tasks since these are carried
out in the braille system, therefore the speed in doing these activities is less than that of the
students who see.
O Give the student more time when doing mathematical logic exercises since these will be done on
the abacus.
• Encourage physical activities since they are very important, do not isolate the student from these
exercises, teach and verbalize the movements.
O Promote socialization through group work.
 Diversification and Curriculum Adaptations in Early and Primary Education

In the case of students with low vision, it is recommended:

O Try to have him look carefully at objects to achieve greater precision in what he sees.
O Take the time to have them look at and read magazines by showing them familiar objects. Ask
what he or she sees and have him or her choose the most comfortable distance to read.
OR Allow another student to dictate or trace what is written on the board for them.
O Teach running handwriting as it is easier for the student to read. However, it is advisable to
use and teach print to use capital letters, due to the shape of the strokes.
O Transcribe on a bond sheet with thin black marker what you are going to write on the board
and give it to the student. The activity of copying the blackboard-notebook is replaced by the
activity of copying the bond sheet-notebook.

Material Adaptation

The provision of specific materials and resources are essential for access to the curriculum.

Among the specific materials that will be specified, it is worth highlighting:

Materials based on tactile perception

Ruler and stylus are used to write in the Braille system. Both instruments are used together
since they are complements to each other.
Abacus, used to perform mathematical operations (addition, subtraction, multiplication,
division, etc.).
§ Braille typewriter (Perkins).
§ Gear wheel for drawing, used to make drawings and geometric figures in relief.
Tactograph, serves as a support to make relief drawings.
Drawing case: ruler, compass, square and bevel, etc., adapted.

§ Arithmetic box:
Relief Line Drawing Equipment (Sewell)
Special paper called "cane" paper, similar in thickness to fine cardboard and does not cut into
the edges.

§ Graphics, maps or sheet representations, made by hand or using special devices that allow
relief reproductions: Thermoform, Ricoh oven, etc.

GB program (Graphics for braille printers), a program designed to make relief graphic
designs: plans of cities and buildings; drawing a repertoire of mathematical functions; capture
and recovery of Windows generated graphics. Allows you to add information in braille.

§ Other adapted materials: laboratory material, sound balls, board games (cards, chess,
dominoes, ludo, etc.)

Materials based on auditory perception:

Talking Book (4-track tape recorder)

§ Cassette with real animal and environmental sounds.
§ Talking calculators of different types and sizes; They perform everything from elementary to
scientific/financial/statistical operations.
§ Talking clocks
National Directorate of Special Basic Education
 Diversification and Curriculum Adaptations in Early and Primary Education

Materials and technical resources for students with Low Vision.

Within the materials we find optical, non-optical and electronic aids:

optical aids They are prescribed by the ophthalmologist and serve to enlarge or
images . modify the

Among them we
have :
Glasses with special prescription, used by the student permanently for specific
activities.
upas, elescopes are used to enlarge the image, They are used to view distant
objects.

Non-optical aids They are those that are not prescribed by the
ophthalmologist.
Among them we
have:
Lecterns, Serves to bring reading closer and solve the student's posture problem.
Thin pens for writing (preferably black), make reading easier since the tip is thicker
and sharper than that of the pen.
lamp, controls the light intensity.
Books with large letters are of great help when the student learns to read, since
later he will learn and use the magnifying glass.
Striped pages allow the child not to get tired trying to find the line.
Visor is important since many students have photophobia of light.
§ Rules with large, well-marked numbers.
§ Recorder, it is important since it is used so that the student can record the classes.

electronic aids

Talking calculator, operations are issued phonetically.

Closed circuit television is a system of amplification of letters on the screen.

Models of special sheets for writing that students with low vision should use.
 National Directorate of Special Basic Education

RECOMMENDATIONS FOR THE REGULAR CLASSROOM TEACHER

The challenges for regular classroom teachers are great and it is necessary for them to delve deeper into
the psychopedagogical characteristics that children with disabilities present. It is recommended:

O For students with Blindness:

Promote and encourage the student's personal independence.

§ Place the student in the first row and close to the teacher.
Assign responsibilities just like all students. Please identify yourself by
name when entering the classroom.
§ Use words like “look”, “see” or “observe”, since these are part of the blind
student's vocabulary, just like the rest of the sighted students.
Encourage the student to move around the classroom to locate their work
materials.
Encourage students to assume leadership positions in the same way they
do with other students.
Classroom doors should be completely open or completely closed to
prevent them from bumping into one another.
If you change the position of classroom furniture, inform the student to
avoid accidents or knocks.
Allow the use of the recorder as it makes it possible for the student to
record the verbal information and then listen to it.
Maps and other materials must be made in high relief using wool, pitas or
other materials.

For students with Low Vision:

§ Promote and encourage the student's personal independence. § Make

watching fun. Never press anime only. § Place the student in the first row and
in a well-lit place.
§ Encourage them to improve their academic performance, even when the
results have not been very favorable.
§ Avoid student work on polished, dark surfaces and areas where there are
reflections.
§ Work looking for contrasts (white with black)
§ Try to use natural light.
§ Encourage writing on a white board using black marker. The contrast is
good and ideal for efficient use of visual residue.
§ Teach writing in continuous handwriting as it is easier for the student to
read. However, it is advisable to use and teach printed letters for the use
of capital letters due to the shape of the strokes.
§ Allow the use of optical aids (magnifying glasses, lenses, telescopes, etc.).
§ Allow the use of non-optical aids (lecterns, lamps, special lined sheets, pens
and magnifying glasses).
Diversification and Curriculum Adaptations in Early and Primary Education

RECOMMENDATIONS BY DEVELOPMENT AREAS

FOR THE STUDENT WITH LOW VISION

1 .- Science and Environment Area

• Use of magnifying glasses to interpret maps.

1 Use of relief maps with strong colors.
o Direct manipulation of objects.
o Enlargement of color photographs.
o Observation and manipulation of plants, animals, and objects when possible.
( ) Participation in activities that allow you to learn about real situations (excursions, walks,
study visits, experiments, etc.)

2 .- Comprehensive Communication Area

Important aspects must be taken into account for the development and teaching of reading
and writing:

o The letters must have a thick line.

f , The ink must be black on a white background.
o You should avoid writing with letters of different colors.
f ■ Letters should be simple.
f The use of capital letters must be in print and the rest in continuous letters.
o Special sheets should be used so that the student can work more easily and quickly.

3 .- Logical Mathematical Area

o The content must be explained individually.

< ) Mental calculation should be encouraged, as it compensates for the slowness when
developing the exercises and writing the solutions.
< , The same exercises should be given but in less quantity.

4 .- Physical Education Area

For the development of activities it is recommended:

o Verbal help , the teacher must clearly and precisely indicate the verbal message to the
student.

( ) Visual aid , the teacher must carry out an adequate demonstration, which will help a
good imitation of the movements.

o Manual help , the teacher or a partner must help the student to execute the desired
movements.

5 .- Artistic Education Area

o The teacher must make it easier for the student to manipulate the materials to be used
(brushes, chopsticks, temperas, eraser, scissors, etc.)

O The teacher must facilitate the student's manipulation of musical instruments before
teaching them how to use them.

c ) Likewise, they should be motivated to participate in other artistic activities such as

dance, dancing, singing, recitation, etc.
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d. AUTISM

c Develop a schedule of activities on a permanent basis so that the student can anticipate the
routines and activities that are going to be carried out. Untimely activities cause insecurity and
anxiety, while those that you can anticipate allow you to make your thinking more flexible, give
meaning to the actions that are going to be developed and adapt to them more easily.
The schedule should be a graphic guide of the actions carried out in the classroom.
O The work environment should be as structured as possible, predictable and fixed, avoiding
unpredictable environments.
• It is very helpful to use visual cues so that the student can recognize warnings, objects,
activities and sequences.
• Be flexible in time management because if they are pressured to complete tasks, anxiety and
insecurity are accentuated and the desired results are not achieved, it is preferable to respect
their work pace.
(J Carrying out activities with recreational strategies are the most appropriate for developing
affectivity, socialization and motor development. They are also times when they can better
manage their fears, their impulses, their feelings and their frustrations by allowing them to
participate verbally, even in a minimal way.
In relation to materials: Objects and toys must stimulate perception and sensations with all the
senses.

Just as we are experiencing an important moment of rethinking aspects related to the nature and
conceptualization of the autism syndrome, there is also this rethinking regarding aspects related to its
care. In this section we are going to focus on current considerations about educational care.

a) General characteristics of educational care in childhood autism

To teach? The Psychology of child development is today the most effective basis
for
find those goals. Therefore, the descriptive and explanatory study of how the non-disabled child builds, in
interaction with other people and their environment, their learning and social knowledge is a mandatory
topic of knowledge for those who have to plan the educational intervention of these students.

How to teach? The Theory of Learning, the Theory of Mind, in its developments
current, continue to be the valid tool for teaching these students. The
need for structuring and systematization of teaching units is basic so that students with autism can learn.
Why teach?: The answer to this question is obvious. As in any teaching context, it is about promoting
maximum teach? comprehensive and personal development.
to achieve the highest quality of life possible.

The central objective of the intervention for students with autism is to achieve the development
of their social knowledge and the learning of social communication skills, as well as to achieve
self-regulated behavior adapted to the environment.

Secondly, the most effective learning context is one with a significant degree of structuring, the
greater the lower the age or level of development. We could say that the intervention must
follow the path that goes from a high degree of structuring (with numerous keys to promote
learning) to programmed destructuring step by step, and according to the level of development
- which is closer to the environments. natural and social - (where the keys are, as we will
remember, subtle, complex, fleeting and varied).
 Diversification and Curriculum Adaptations in Early and Primary Education

Thirdly, in any learning, its functionality, spontaneity in its use, as well as its generalization must be
pursued, and all of this in a motivational environment. For this reason, the education of the student with
autism requires a double task: the skill must be taught, but its use must also be taught, an appropriate,
functional, spontaneous and generalized use.

Finally, the best learning system for students with autism is error-free learning, in which, based on the
help provided, the child successfully completes the tasks presented to him or her. Next, and little by little,
it is necessary to achieve the progressive fading of the aid to the lowest possible levels, which will be in
relation to the level of cognitive development.

b) Intervention in the social area:

The development in social knowledge of autistic children is not achieved, as we have seen, by the means
in which others achieve it. The student with autism is not that he does not want to learn social knowledge
(or that he learns it but refuses to express it), it is that he does not know, he cannot learn it through
natural means. Therefore, it is necessary to program the express teaching of this knowledge.

Characteristics of the intervention in this area:

Despite being a central area of intervention, there has been a lack of programs specifically designed to
teach it. The intervention objectives are not given in advance, but must emerge, individualized for each
person, from the observation of that person, in different contexts and from certain social environments.
This process to establish individualized objectives consists of four phases:

1. Assessment of social skills;

2. Interview with parents to determine their point of view on the child's social skills and their priorities for
change (search for objectives agreed upon with families);
3. Establish priorities and express them in the form of written objectives;
4. Based on these objectives, make an individualized design for social skills training.

Intervention in the social area must have as its starting point a structured, predictable environment with a
high degree of coherence. An “intrusive” style is necessary, which involves "forcing" the child into the
contexts and interaction situations that are designed for him, without forgetting to promote the social skills
he already has. It is necessary to design the environment with concrete and simple keys that help the
child to structure space and time and we have emphasized that, as in other alterations, such as motor
alterations, the elimination of architectural barriers is proposed, in the In the case of autism and severe
and profound mental retardation, it is necessary to propose and plan the elimination of cognitive barriers,
that is, modify the complex keys that exist everywhere, changing them for others more in line with the
level and characteristics of these students.

Another general way to improve the social competence of students with autism is to consistently attribute
social intentions of social interaction to their actions, ensuring that our reactions are functionally related to
them, and are clearly perceptible and motivating. This obviously implies an important task of prior design
of optimizing reactions. In this sense, the educator goes from being a planner of educational actions for
which students have to produce reactions, to being, in addition to the above, a designer of reactions to the
student's actions.
 National Directorate of Special Basic Education

Some specific intervention objectives in this area:

Teaching basic rules of conduct: for example, staying inside the classroom, maintaining appropriate
distance in an interaction, sitting, etc.
Teaching social routines: greetings, goodbyes; strategies for contact initiation, contact termination
strategies, etc.
Training of socio-emotional keys: through video, show emotions; use of lotuses of emotional expressions;
strategies for adapting emotional expression to the context, etc.
Response strategies for the unforeseen: teaching social "crutches" to "muddle through", etc.
Training social cooperation strategies: make a construction with half of the pieces being a student and the
other half being another or the teacher.
Teaching games and their rules, simple board games, etc.
Encourage help to classmates: teach them specific tasks as assistants to teachers of students from another
classroom or level; encourage this help by taking advantage of external activities, such as excursions,
visits, etc.
Design tasks to distinguish between appearance and reality: for example, stuffing someone with rags: "he
looks fat but he is actually thin."
Adopting another person's perceptual point of view: for example, discriminating what a partner is seeing
even when he or she does not see it, etc.

In students with a lower level of development, the use of simple instrumental strategies will be encouraged, in
which the instrument is physical or social. Likewise, the perception of contingency between their actions and
the reactions of the environment will be encouraged (in this sense counter-imitation - imitation by the adult of
what the child does - can be, among others, a good way to achieve this).

d)
c) Intervention in the communication area:

Nowadays, intervention is aimed more at promoting communicative skills than linguistic skills, and therefore
there is a close relationship between intervention in the social area and intervention in the communicative
area. However, the latter is characterized by trying to promote expressive, functional and generalizable
communication strategies, using as a vehicle for that communication the most appropriate support at the
child's level (be it words, signs, pictograms, simple acts, undifferentiated actions, etc.). .).

Intervention for behavioral problems:

Among those that are normally considered relevant criteria for determining a behavior as a problem are:
That cause harm to the individual or others;
That these behaviors interfere with the educational plans that that child requires for his or her
development;
That these behaviors pose a significant physical or psychological risk to the person themselves or to
others;
That the presence of these behaviors makes it impossible for that person to move to less restrictive
environments.

Currently, it is considered that a behavior, rather than being a problem (which would indicate a kind of
"guilt" in the person who performs it), is said to be a challenging behavior (in that it challenges the
environment, the services and the professionals, to plan and redesign these environments so that the
person who performs those behaviors has a place in them and so that the most appropriate response can
be offered within them to modify those behaviors).

One of the most effective strategies to eradicate inappropriate behaviors is to “ignore” them and offer an
immediate alternative activity that replaces or changes the given situation. In other cases, the use of the
material or practicing the activity of your choice will be restricted until you do it correctly.
 Diversification and Curriculum Adaptations in Early and Primary Education

e) Intervention with the family:

There must be a close relationship between the professionals who offer an educational response to these
children and their families. One of the objectives to be pursued with this relationship is to carry out the same
education guidelines at home and at school, teaching parents the most appropriate ways to respond to their
child's actions. But another objective should be to provide psychological support to those families, in which
having a member with autism puts them in a situation of vulnerability and risk.

HOW TO WORK:

What should the teacher do?

Know the basic guidelines for the development of social behavior.

Use clear and precise language.
Act in an organized and uniform manner.
Be constant and persistent but respecting the students' rhythm.
Be very firm without losing softness in your treatment.
Practice “learning without errors”
Use visual cues.
Achieve the functionality of learning and its generalization. Teach the skill and also the use.
Use an “intrusive” system, which involves forcing the child to complete tasks, based on their
competencies.

What should the classroom be like?

Very structured: the younger the age, the greater the structure
Provide a motivating environment.
Little changeable
With fixed hours
With established spaces for different activities.

Ideas for inclusion:

Learn about the student, directly from the student.

Support transitions aimed at positive changes
Offer support to reduce restlessness.
Help organize time in the classroom and at home.
Assign responsibilities in the classroom.
Offer rest breaks between each activity.

Decisive factors for the success of education in autistic children is early intervention, the determined
support of parents and teachers committed to human and educational development.
 National Directorate of Special Basic Education

AND. TALENT AND/OR GIFT

a) Curricular Adaptations

They are educational strategies to facilitate the teaching-learning process in students with SEN
based on modifications to the DCN and respond to diversity. On the other hand, it serves to plan
and direct teaching action and at the same time it is a product, since it is a program that contains
different capacities, contents and evaluations for students and even specific school organizations,
methodological guidelines and appropriate materials.

b) Expansion Adaptations

They consist of enriching the capabilities and contents of the DCN, as well as the evaluation
criteria and the specific methodology that should be used taking into account the student's
learning style and the school context. It is carried out when the psychopedagogical evaluation
assesses that the student has exceptional performance in one or several curricular areas.

c) Individual Curricular Adaptations (ACI)

They are all those adjustments or modifications that are made in the different elements of the
educational proposal developed for a student in order to respond to their SEN and that cannot be
shared by the rest of their classmates. There are 5 key questions that the SAANEE team and
inclusive classroom teacher must answer when carrying out an ACI:

What does the student already know how to do? ABILITY

What content is necessary to achieve higher capabilities, ASSESSMENT
starting from those you already have? INITIAL
What is the sequence of learning? What is the most
strategic step to help the student? SEQUENCE, ORDER,
TIMER
How am I going to teach him all this?
METHODOLOGY
Has the help been effective? Have you achieved the goal?
CONTINUOUS
ASSESSMENT

d) Expansion Curriculum Adaptations

Although they can be part of an ACI in cases of exceptional overall performance, their purpose is
to be applied in any case where an enrichment of the DCN is necessary beyond the minimum
compliance capabilities and therefore they can also be considered as measures of protection.
group adaptation in numerous cases, designed for all students in a class who quickly meet the
minimum abilities, whether or not they have a diagnosis of Giftedness and Talent. Therefore, they
are measures that can be incorporated into classroom programming prior to the detection of high-
performance cases, as an ordinary measure, although in practice it is also necessary to take into
account the student's interests and learning styles.
 Diversification and Curriculum Adaptations in Early and Primary Education

e) Enrichment of activities

Annual programs must incorporate expansion activities and specific methodologies to serve all
students and in particular those with high abilities who may have low performance or good
performance but who have not been identified in a timely manner (Psychopedagogical Evaluation).

In class you can carry out:

a) Content expansion activities (without the need to acquire higher skills).
b) Exploration activities.
c) Learning improvement activities.

The entire class benefits if the teaching-learning process is enriched with changes in methodologies
and activities designed, above all, for students who, without mastering the content of the topic in
advance, do assimilate it very quickly. Likewise, exploration activities and learning improvement
activities, despite being designed from the perspective of high abilities, are intended to reach all
students of the educational institution. Here are examples of these activities:

o The extension activities that publishers incorporate in their reference books for students who
master the basic skills of each unit.
(J The use of the cloze resource (hiding information) in DCN exercises and activities allows the
creation of material with a higher level of difficulty and which represents an increase in the
challenge for students with high abilities.
o Exercises and activities as if they were games (crossword puzzles, word searches, puzzles,
paradoxes, sports simulations, contests, etc.) greatly motivate these students.
o The above will be created by computer programs (Example, the Click). This frees the teacher of
time to dedicate to other students and maintains the level of motivation in the students.
o Learning to learn techniques should be used to explain the topics, favoring the assimilation of
skills and strategies that the students are intended to achieve to improve their academic
performance (presenting information in visual schemes, with mental or conceptual maps, etc.)
and proposing to the student the preparation in the classroom of the materials necessary for the
exhibition.
o Promote teamwork inside and outside the classroom.

f) The Intracurricular Enrichment Program

O It is the responsibility of the SAANEE (the psychologist and the trained and/or specialized teacher)
and the teachers of the educational institution (variable number depending on the size of the
educational institution). The model and its implementation are implemented by the inclusive
educational institution.
O This program must have as its main objective: working on the development of creativity and
motivation so that they get involved in school tasks and discover vocations. They may be open to
the participation of people outside the educational institution; intended for students with rapid
assimilation of content; training activities, especially those related to learning to learn and that are
designed to be carried out in class (enrichment groups with students of different ages and with
adults, such as teachers, parents, volunteer specialists; united by a topic of common interest to
them; expansion in the classroom, working individually or in a small group; activities outside the
classroom in homogeneous groups to provide academic, cognitive and affective training).
 National Directorate of Special Basic Education

O In the end, it must allow us to achieve the ultimate goal, which is the realization of research
projects and the resolution of real problems. There are 2 essential points that all students can
benefit from.
O The Talent Group must work on more challenging activities with the students with the greatest
potential.

g) Strategic activities for stimulation

O Competitions: theater, dance, music, concerts, flower arrangements, cooking, storytelling.

O Fairs and competitions: science, mathematics, computing, books, photography, etc.
O Exhibitions: paintings, historical documents, musical instruments, fossils, ceramics, etc.
O Conferences: artists, editors, scientists, doctors, politicians, restaurateurs, singers, athletes,
writers, bank employees, cooks, etc.
O Excursions: hospitals, factories, radio, television, banks, recreational centers,
archaeological sites, weather stations, banks, ministries, mines, etc.

h) The role of the teacher

Have you ever felt frustrated by giving a student a very easy assignment? Have you felt guilty
when seeing a certain student quickly finish some homework on an area of the DCN or topic
that he masters perfectly?

By adapting and outlining the usual programming, teachers can “steal” a student's study time to help
them delve deeper into a topic of interest, right where they show talent. This teaching technique is
called “Condensation”. Condense is:

o Make sure you know the lesson the rest of the class is going to study.
OR Replace the time you would spend attending that class with an enrichment activity (part-time
Support Classroom) or a deepening activity.

What is condensation?

It is a periodic activity that the teacher will do when time and circumstances warrant it. Below we
present a list of behaviors that can indicate whether a student needs to condense a specific area of
the DCN.

o Always complete tasks quickly (in general or in specific areas of the DCN).
OR Finish reading your assignments before everyone else.
O He seems bored during class.
O He always has very good grades in exams and in one or more areas of the DCN, but his work in
class is average.
Or You look for your own readings or reference texts.
O Asks questions at an advanced level.
O Your colleagues constantly ask you for help.
O Uses vocabulary and expressions typical of adults when discussing complex topics.
O Expresses interest in going deeper into certain subjects.

/ 119
 Diversification and Curriculum Adaptations in Early and Primary Education

QUALIFICATION OF THE “CONDENSED PART”

Teachers must also give grades on the condensed part of the DCN. This means that, even though
Claudia does not do all the dictations in class, she must receive the grade for those she did and
also for those that served to demonstrate that she did not need to participate in all the dictations.
The qualification will be based on mastery of the topic or its content and not on the time spent or
the number of dictations made.

WE MUST ANSWER THE FOLLOWING QUESTIONS:

Do students, parents and teachers understand why some students will have the opportunity to
obtain the DCN condensation on some occasion?
Have students who have received the DCN condensation developed superior skills to use and
take advantage of the resources made available to them? To work independently? Have they
shown greater interest in their studies?
Are they able to demonstrate mastery in certain areas of the DCN while also performing
advanced activities?
Did it take a lot of extra work to be able to offer those special opportunities?
Are there behavioral problems as a result of providing special opportunities to a small number
of students?

The answers will help us outline the efforts undertaken and, what is very important, convey to
other colleagues and the Management of the educational institution the value of what we are doing
for the benefit of the students. It is necessary to remember that we have decided to make a series
of changes in our way of teaching, in the type of stimulating activities and in the partial adaptations
of the DCN that we provide to our students. We started with the intention of providing answers to
the NEE. It is essential to examine the results of our actions to find out if they have been
productive: Have they had the impact we intended? Among the changes we have introduced: Are
there some that have had a greater impact than others? In what areas should we intensify our
efforts?

The type of inquiry to be used to answer these questions will depend on the main objectives, the
changes and aid that we program. In addition to the possibilities we have described, we can use
direct observations, interviews and exchanges of opinions with students and their parents, work
samples, anecdotes, etc.

3.4. ADAPTATIONS TO THE EVALUATION

Evaluation must be understood as a process parallel to the learning process, which allows us to
collect information and from it make intervention decisions in the educational process in a relevant
and timely manner.

From these approaches we will have to expand our field of observation and take into account not
only the student, but other aspects such as teaching strategies, intervention, attitude, and prioritized
abilities; Likewise, the situations and relationships that occur at school and in the group.

The same evaluation criteria and instruments that are applied to the entire group can be used; it
should not be ruled out that for some children it is necessary to consider differentiated evaluations,
which may imply: putting into practice other evaluation strategies, modifying the instruments, adapt
the times, graduate the demands, graduate the content and even consider the possibility of providing
support to the child during the evaluation.
 National Directorate of Special Basic Education

The preparation of records and progress reports on student learning requires being precise in the
formation of achievement indicators; This facilitates collaboration and communication with teachers
or other specialists who work with the child, especially regarding their progress.

The habitual practice of recording progress allows families to be shown what is being achieved with
their children, and in this way keep the collaboration process with them alive and motivated, which
is so necessary in some cases.

Recommendations for evaluation:

O Start by formulating a minimum of three (3) hierarchical indicators for each adapted
capacity. This ensures a differentiated evaluation, according to the learning
possibilities and rhythms of each boy or girl.
Use different procedures for evaluation, which adjust to the different styles, abilities
and response possibilities of girls and boys.
Starting from the III cycle, it is important that girls and boys know the criteria through
which their productions will be evaluated so that they can regulate them, and dialogue
with them about their potential and difficulties, the strategies that best suit them. result
to learn, etc. So that they know themselves better as learners and take responsibility for
their learning.

PREPARATION OF INDICATORS

Based on the adapted capacity, formulate the necessary indicators that allow evaluating
achievements in the learning process.

To carry out this process, the indicators must be formulated in a hierarchical manner, that is, from
the simplest to the most complex. Here it is also suggested to use Bloom's Taxonomy, which will
help us select the skills that we are going to evaluate in the students, grading the level of complexity
in which they will be achieved.

To formulate the indicators, the following must be taken into account:

Indicators are observable behaviors or some evidence that allow us to

know the achievement of a capacity and therefore that of a competence
or learning achievement.

1. When creating an indicator, consider its elements:

Action Content Condition

It is a verb, it shows what It is the topic or issue on which the It is the mode, form, requirement or
the child does. Answer boy or girl acts. It is posed by quality. Answer the question: How?
the question: What does asking the verb: What...? with In what? So that?
it do? what? Where? With what?

You should always start with the action, then the content and finally the condition; The order of these
elements may vary.

Examples:
• Write short texts according to your writing level accompanied by drawings. Action Content
Condition
• Solve simple addition problems with 2- digit natural numbers Action Content
in daily life situations
Condition

Example of adapted capabilities with their hierarchical indicators.
Area: Logical Mathematics
Cycle: II cycle of EBR
Learning Achievement
(Competency)
Establish relationships
between people and objects
according to their properties
in everyday situations,
autonomously and
creative.
National Directorate of Special Basic Education
Example 1: Initial Level
Age: 5 years
Ranked achievement indicators (for
Capabilities
adapted capabilities)
DCN capacity:
Relates objects in
feature function
perceptual: higher, more
lower, harder, softer, softer,
rougher,
colder, hotter.
Adapted capacity:
Classifies objects based on
common characteristics, in Name characteristics of objects after
everyday situations, manipulating them.
autonomously. C he compares objects in his
environment, naming similarities
and differences.
He groups objects in his environment
by common characteristics.
 Area: Comprehensive
Communication
Cycle: III cycle of EBR
Learning Achievement
(Competence)
Reads with a purpose and
understands texts of various
types, valuing them as a
source of enjoyment and
knowledge of their
immediate environment,
reflecting on the elementary
aspects of the language.
Example 1: Primary Level
Grade: 1st.
Ranked achievement indicators (for
Capabilities
adapted capabilities)
DCN Capacity: Recognizes
characters, characteristics and
actions in descriptive and
narrative texts based on clues:
silhouettes of the text, title,
subtitle, illustrations and words
that it identifies. He reads short
texts of his choice with
satisfaction.
Adapted ability: Identify
characters, characteristics and
actions in narrative texts based
on clues: text silhouettes, title,
subtitle, illustrations and some
words. Read or interpret short
texts of your choice with
satisfaction.
■^Name the characters in a narrative
text after listening to the reading.
■^Order the content of a narrative text
with a sequence of images.
■^Explains the content of a narrative
text based on the main ideas.