Apoyos y Ajustes Razonables al Curriculo para la Enseñanza de Ciencias Sociales en Estudiantes con Discapacidad Intelectual

THIS RESEARCH IS JUSTIFIED IN VIEW OF THEEDUCATIONAL INCLUSION OF PEOPLE WITHINTELLECTUAL DISABILITIES (ID) AND THE NEED TOIMPLEMENT SUPPORT AND REASONABLE ADJUSTMENTSIN THE EDUCATIONAL CURRICULUM, SO THAT THETEACHING - LEARNING PROCESS IS INCLUSIVE ANDEQUITABLE. THE OBJECTIVE OF THE RESEARCH WAS TOKNOW THE IMPORTANCE OF THE IMPLEMENTATION OFSUPPORTS AND REASONABLE ADJUSTMENTS THAT CANBE INCLUDED IN THE CURRICULUM FOR THE TEACHINGOF SOCIAL SCIENCES IN STUDENTS WITH ID. THEMETHODOLOGY THAT WAS USED IS BASED ON THEINDUCTIVE METHOD, IT WAS A QUALITATIVEAPPROACH, DESCRIPTIVE IN SCOPE, ACTION -PARTICIPATORY DESIGN, A FOCUS GROUP, ANDINTERVIEWS WERE APPLIED TO 3 STUDENTS, 8TEACHERS IN THE AREA OF SOCIAL SCIENCES AND 2PSYCHOLOGISTS FROM THE DEPARTMENT OF STUDENTCOUNSELING. THE MOST RELEVANT RESULT WAS THATTHERE IS IGNORANCE AND APPLICATION OF SUPPORTSAND REASONABLE ADJUSTMENTS BY SOME TEACHERS,AND AS FOR THOSE WHO, IF THEY KNOW THEM AND APPLY THEM, THESE ARE PERCEIVED BY THE STUDENTSAND IT IS EVIDENCED IN THE MOTIVATION ANDINTEGRATION THAT PRESENTED, SINCE THEY ACTIVELYPARTICIPATED IN EACH OF THE ACTIVITIES CARRIEDOUT. IN CONCLUSION, THE USE OF SUPPORTS ANDREASONABLE ADJUSTMENTS FAVORS THE TEACHINGLEARNING PROCESS OF STUDENTS WITH INTELLECTUALDISABILITIES, GUARANTEEING FULL INCLUSION,PROMOTING AUTONOMY AND PARTICIPATION INSOCIETY, CONTRIBUTING TO IMPROVE THE QUALITY OFLIFE.