Curricular adaptations in students with intellectual disabilities

Abstract

Students with intellectual disabilities need specific accommodations at school to reach their full potential. And, most of the time it is the curricular plan that must be flexible and tailored to your abilities. Therefore, these adaptations, being flexible and empathy as a conditioning value make the teaching staff and the teaching-learning process a better experience. And, one of the teaching challenges is to identify the learning style of the students, in order to recognize what modifications and adaptations are required in the educational field. The research, with a qualitative approach of emergent design, through the analysis of articles reviews the importance of didactic material for teaching English to students with intellectual disabilities in the educational system and the changes that these generate both in the organization of learning and in Its evaluation proposes the application of methodologies that allow students to be protagonists of their learning through the manipulation of teaching materials to reinforce their attention, memory and association. The need for teachers to apply curricular adaptations to respond to the educational needs of students with intellectual disabilities is explored. The work contributes to eliminating the myth that students with intellectual disabilities represent a problem in classrooms, considering that trainers of human beings, as mediators of the