Principios, Políticas y Prácticas Inclusivas en la Educación Especial: Currículo Adaptado

Inclusion requires a change of view not only of the educational system, but also of society, under this premise, inclusive education centers assume an important part by granting specific conditions in the development of students as opposed to regular schools, which lack the necessary resources to ensure a comprehensive and inclusive education. This article proposes the creation of an adapted curriculum prior to the analysis of inclusive principles, policies and practices in a special education center. A methodology based on a qualitative approach based on a non-experimental design of descriptive scope was used. As a representative element of the study population, all students with disabilities belonging to the primary, elementary, middle, higher and baccalaureate levels were selected in a non-probabilistic manner and for convenience, with the aim of implementing a plan to improve the learning process through a curriculum adapted to the needs of the students of the institution, and oriented to the reality of each of the participants contributing to improve their quality of life. With the creation of the curriculum, the institution manages to meet the needs of the students who attend the educational unit.