The adaptation of the curricular objectives consists in modifying or reformulating the standard didactic offer to the possibilities and needs of the pupil.
In particular, it refers to the school phase and focuses mainly on those children who cannot follow the standard curriculum.
In this sense, the adaptation of curricular objectives is classified and known as a type of educational strategy. A set of resources aimed at facilitating access to training for pupils with special needs.
In short, we try to take into account the individual characteristics of the pupil when planning the methodology, the contents and, above all, the assessment of learning.
In this way, the pupil’s curriculum is modified to adapt it to his particular characteristics, in the context of an inclusive teaching. The goal is to make certain goals or content more accessible to the children in question.
In practice, those elements of the curriculum that cannot be reached by the pupil due to his difficulties are modified or eliminated.
In which cases does an adaptation of curricular objectives apply?
It is important to keep in mind that the basic elements of the school curriculum are three: the objectives, the contents and the evaluation criteria. On the basis of these three factors, the adaptation of curricular objectives will be designed and put into practice.
First, we must distinguish between two types of adaptation, which differ in the presence or absence of a change in the basic elements mentioned. Based on this, one speaks of significant or insignificant adaptations.
1. Adaptation of curricular objectives not significant
This modality does not foresee a change in the basic elements of the didactic curriculum. However, the following aspects are modified or adapted:
- The organization or the method.
- The general environment in which the pupil finds himself.
- The contents, but in a mild way. There is no real curricular lag of more than two courses.
Following this scheme, it is possible to notice that this type of adaptation, in reality, mainly influences elements such as the type of activities carried out or the evaluation techniques.
In no case are the educational objectives changed, which will remain the same for all pupils in the class, including children with special needs.
2. Meaningful adaptation of curricular objectives
On the other hand, the adaptation of meaningful curricular objectives involves a change in the basic elements of the ministerial curriculum.
Typically, this happens because the pupil is unable to achieve the objectives proposed for the course he is attending. These needs require more educational support.
If this situation arises, the pupil’s promotion will depend on whether or not he has achieved some concrete objectives. These objectives are defined in advance in the Curricular Objectives Adaptation Document.
In the event that these objectives are not achieved, in certain cases the pupil will be able to repeat the year. This decision is intended to give him the opportunity to achieve the goals in question and the corresponding title. It is also believed to promote the pupil’s socialization process.
Social aspects and other characteristics of the Individualized Education Plan
It is important to know the process of introducing an adapted resume. The decision must be shared by the various professionals involved in the educational process. All stages of the process must be reported in a written document, called IEP or Individualized Education Plan.
This practice is based on the idea of social inclusion and inclusive teaching. The pupil, regardless of his condition, must not be discriminated against. In particular, he cannot be discriminated against as regards access to his vocational training.
Inclusion is an attitude that includes listening, talking, cooperating and asking. But also to accept, trust, and welcome the needs of diversity. With inclusion it is assumed that we are all unique in capacity and worth and that we can all learn . It is a continuous process, which does not end, which we can observe in practice and in participatory actions built on the basis of individual freedom.
Going even deeper, implementing all of these aspects can be tricky. In particular, obtaining the compulsory secondary education qualification through an IEP can have certain effects. For example, it may assume that the pupil is unable to access social guarantee programs.
For this, it is essential to seek the support of a professional when thinking about putting into practice an adaptation of curricular objectives. Each case must be analyzed individually before proceeding.