La Formación Docente y su Influencia en las Adaptaciones Curriculares y el Aprendizaje de los Estudiantes con Necesidades Educativas Especiales

The present article emphasizes teacher training and how it influences curricular adaptations, as well as the learning of students with special educational needs, presenting itself as one of the challenges facing the educational system, in the World, Latin America and Ecuador. The study was framed in the phenomenological interpretative paradigm, while its approach considered of mixed type, by including quantitative and qualitative elements, the type of research is considered explanatory, while the design was non-experimental. The information gathering process was based on scientific observation, documentary analysis and records of the educational unit, surveys in the form of self-administered questionnaires aimed at teachers and structured interview for managers and heads of areas. The research process developed showed that teacher training, as well as the flexibility of curricular adaptations, is essential in the learning process of students with special educational needs.