Curricular adaptations as a fundamental process for inclusive learning in the area of language and literature

Abstract

Inclusive teaching is being discussed again in today's circles, especially due to its numerous benefits. This scientific article highlights an important topic that tries to analyze curricular adaptations as a fundamental process for learning. The scientific theoretical analysis, it was bibliographic in nature with a sample of 50 indexed articles, of which 20 bibliographic sources from the electronic database Scopus, Scielo, Dialnet and Redalyc, from the last 5 years, were included, using the And and OR connectors. The results highlight the non-existence of the level of learning of Language and Literature in schoolchildren with special educational needs given that each one presents different difficulties in their diagnoses. For their part, curricular adaptations are effective for teaching-learning because they create the opportunity to learn in a personalized way. The advantages offered by curricular adaptations are a wide diversity of evaluation resources, collaboration strategies and technology. In conclusion, the proposed curricular adaptations, among which are individual work, group work and extra work, are useful to deepen inclusive teaching, and also allow the development of solid pedagogical thinking and critical reflection. Consequently, educators can make adaptations according to the needs of the student and the classroom, including a plan for whole group, small group or individual planning, generating educational quality, respecting different needs and diagnoses, including evaluation and collaboration tools to personal and cognitive development