Curricular Adaptations for Students with Dyslexia
- Maribel Ledesma Estigarribia
Abstract
The Ministry of Education and Science of Paraguay is ruled by national and international legal regulations that support inclusion in all its forms throughout the territory of the Republic and in educational institutions in the public, subsidized private and private sectors. This research arises from the need to apply regulations and educational inclusion policies based on curricular adaptations for students with dyslexia, given the role that these adaptations play in teaching processes. The purpose of this research is to reveal the role that curricular adjustments have in the pedagogical practices of a group of teachers in the city of Asunción, capital of Paraguay. The methodology of this research was action research and was framed in the qualitative approach. Data collected through various instruments, such as field diaries and logbooks, were analyzed according to the principles of grounded theory. It was found, among other aspects, that the curricular adaptations designed by teachers must follow a structure so that they provide unique opportunities to students with dyslexia who have specific educational support needs. In conclusion, pedagogical practices based on curricular adaptations for this population have the potential to significantly advance inclusive education.
Keywords
curricular adjustments, inclusive education, dyslexia
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