Adaptations

curricular
parala
neurodiversity
Fledni Foundation
 Curricular adaptations for neurodiversity - Fledni Foundation

GENERAL OBJECTIVE:
Provide information and updates on current requirements
attention to Special Educational Needs (SEN).
Deepen and provide tools to design curricular adaptations
individuals as an educational response to diversity.
MODULES:
1. Integration and inclusion: Characteristics of both paradigms. Attention to the
diversity. Special Educational Needs (SEN). Universal Design of
learning (DUA)
2. Curriculum adaptations: what are they? Who is responsible for them? Type of
curricular adaptations. Laws that support adaptations in Argentina. The role
of the teacher.

3. The methodological adaptations according to the skills profile: Tools for

adaptations in reading and writing. Practical examples
4. The methodological adjustments according to the skill profile: Tools for
adaptations in mathematics, attention, and self-esteem. Practical examples.
5. Achievement verification. Monitoring and detection. Control sheets and protocols.
of action.
Inclusion and integration, two words that seem similar, however,
in practice and in the current context it is not the same. When we talk about

these two words refer to different paradigms, to two

ways of viewing challenges, disability and everything that happens.

Before delving into the topic, we present the following graph.

UNESCO (United Nations Educational, Scientific and Cultural Organization)

Science and Culture define inclusion as a dynamic strategy for

respond proactively to the diversity of students and conceive
individual differences not as a problem but as opportunities
to enrich learning.

Inclusion is presented in the National Education Law as a

political concept whose centrality establishes a philosophical, social approach,

economic and especially pedagogical for:

The acceptance and appreciation of differences in a school that
it is for everyone, for all, and for each one;

The definition of policies that protect the best interest of the

children and adolescents;

The development of a sense of community, solidarity, and belonging

plural

The promotion of multiple literacies;

Constructive learning and the assessment of capacities of

all the students

An educational culture in which everyone feels involved.

Inclusion consists of transforming educational systems and others.

learning environments to respond to the different needs of
the students. This implies that there are different times, different strategies
and various resources for the learning of all students. In this
Marco, the needs of the students are seen as the needs of the
institution and the differences are given by styles, rhythms and/or
motivations for learning.

All people have the right to education. Human beings need

from interaction with others for their growth, training, and learning;
it is through education that the human being is constituted in
"fully human". This humanizing character grants education
a value in itself and constitutes it as a fundamental human right for
all the people.

Inclusion is a principle that contributes to improving conditions of

the environments to welcome everyone. It is a way to respond to the
diversity considering individual differences not as a problem,
but as opportunities to enrich learning. Inclusion is
a process that seeks to respond to diversity, identifying and
removing barriers and obstacles that hinder learning.

School integration is an educational strategy aimed at

inclusion of students with disabilities, whenever possible, in the
common education school, with the necessary support configurations.
The term integration implies the existence of a prior separation or
segregation: this concept is directly related to "being admitted"
to be in the same spaces and enjoy the same services as
the rest of the population.

In this way, it is necessary to clarify that inclusion does not mean a

break of the goals pursued by integration, but rather implies a
overcoming instance that implies a reorganization of the entire system
educational to enable access, retention, and enrichment
progressive and timely of the learning experiences of each and every one
one of the students.

Marcelo Rocha, Argentine psychoanalyst, proposes not to use any of

these terms, but rather to talk about coexistence. Coexistence is
accept diversity, without any distinction. He tells us that if we accept the
another becomes an 'inclusive' behavior, then we are introducing
a concept for something that should be natural to the human species: the
coexistence. It suggests that we must go in search of the
connaturality of human bonds.
The concept of diversity refers us to the fact that all students
they have their own specific individual educational needs for
to be able to access the learning experiences, the satisfaction of which
requires individualized pedagogical attention.

However, not every individual need is special, some

individual needs can be met through a series of
actions to respond to diversity; give more time to the student
for the learning of certain contents, use other strategies
or educational materials, design complementary activities.

Certain individual needs cannot be resolved by the

indicated means (other strategies, materials, activities, etc.), by which
It is necessary to implement a series of aids, resources, and measures.
special educational or extraordinary in nature different from those that
the majority of students typically require. This is where the
the concept of Special Educational Needs, which are an aspect
very important of education.

When we talk about SEN, we refer to the fact that in education there are different

capacities, interests, rhythms and learning styles of the student, that

they cannot be resolved through the means and methodological resources
that the teacher usually uses.

There are students who present various and subjective challenges when it comes to

to learn, which is considered to have special educational needs, which refers to

that requires help and support to achieve its learning.

It is important to clarify that special educational needs are not defined by diagnoses.

traditional, but by the different supports that the teachers and

professionals provide to facilitate personal development and the process of
student learning.

The SEN are the resources and educational aids provided to the
student to compensate for their learning difficulties and help them
progress in relation to the capabilities expressed in the curriculum
student. It implies that any student who has difficulties with
learning, for whatever reason, receives the assistance and resources that
I need it, whether temporarily or permanently, in the context
as systematic as possible.
From our standpoint, we identify two types of Educational Needs
Specials:

Transitional NEE:
Those that are presented in Reading, Writing, Mathematics, or
in the development of language. They are generally associated with the
presence of learning difficulties.

NEE Permanents:
It can be auditory, visual, or motor. They are associated with a

physical or intellectual disability.

Responding to diversity means breaking with the traditional scheme.

in which all the children do the same thing at the same moment, of the
same shape and with the same materials.

The central challenge is how to organize the teaching situations of

a way to personalize learning experiences
common. Some elements that may be more relevant for
achieve it

Teachers must be well aware of the learning possibilities.

of all the students, the factors that facilitate it and their
more specific educational needs. Only through this
knowledge will be able to adjust the pedagogical aids to the process
of personal construction for each student.
 Accompany all students in building learning
significant. The way situations are presented
teaching - learning is decisive for achieving or not a
meaningful learning. To attribute a personal meaning to
learning implies that they understand not only what they have to
to do, but also the why and for what.

Organize the learning experiences in such a way that everyone

students participate and learn according to their abilities.
Various means to achieve this purpose:

Use a variety of methodological strategies

Utilize cooperative learning strategies.
Offer a variety of experiences and activities that allow
work on certain contents with different degrees of
complexity and even different content.
Offer the possibility for students to choose among different
activities and decide how to carry them out.
To provide opportunities for them to practice and apply in a way
autonomous learning.
These strategies refer to the UDL;
Universal Design for Learning (UDL) is a set of principles
that seek to promote inclusive practices in the classroom and that everyone
students have the opportunity to learn, regardless of
their individual educational needs.

It is a support system that facilitates the removal of physical barriers,

sensory, affective, and cognitive for access, learning, and the
participation of the students.

The DUA helps to take into account the variability of students by suggesting
flexibility in objectives, methods, materials, and evaluation that
allow educators to meet these varied needs.

It consists of three principles:

Various ways to express and represent information from the
teaching: the WHAT of learning.
That is to say, that learning should be through different means, for example,

through text, audio, video, and/or practical learning.

Various ways to express learning: the HOW of

learning.
That is to say, giving children more than one way to interact with it
material or content. For example, working with projects or
cooperative work.
 Various implications of students in learning: the FOR
What about learning.
That is to say, motivating children so that learning is meaningful
and that it is useful for life.

Practical examples applied in the classroom:

Specify the learning objectives:

Indicating to the student the purpose of that learning motivates them to

learn for life and it is not a 'empty' content.

Offer multiple forms of assessment:

There are multiple ways to assess the student, not just one.
traditional evaluation. Practical work can be presented,
joint projects, videos, or oral presentations, among many
others. The important thing is to evaluate the process.

Create flexible workspaces:

Universal Design for Learning promotes flexibility in its
spaces, therefore, individual work may be presented
as group activities.

Offering content through ICT (Information and Communication Technology)

and communication):

The materials must be accessible to all types of students;

printed books, digital books, voice texts, audiobooks, videos with
subtítulos, entre otros.
We define the word adaptation as accommodation or adjustment of
one thing to another, an action that has to do with making changes
in an object or in a situation to adapt it to a new one
function or role.

In education, this term was adopted to indicate the needs of

adjust the teaching methodology to account for differences
individuals and the singular way of learning.

Curricular adaptations are individual, because they are made to

the measure of each student, as they are another way of responding to
diversity.

They are used for those cases where the needs

students' educational needs require actions, resources or
special or extraordinary measures throughout their
school enrollment, or at some point in it.

Curricular adaptations can be understood as a

shared decision-making process aimed at adjusting and
complement the curriculum to respond to the needs
special education of students and achieve their maximum development
personal and social. It is about building a curriculum tailored to
student, making decisions about what he/she has to learn and
with what sequence, how to teach him, what will be the
criteria for assessing your progress and how to evaluate you.

Curricular adaptations are not limited only to the students who

they do not have any kind of disability, but they may require them
many others who, due to their personal development conditions and
the educational response, present learning difficulties or
discrepancies in relation to the curriculum that corresponds to him/her by

age.
We can differentiate two types of adaptations according to the
complexity of cases. It has been decided to differentiate the
adaptations based on the elements that are subject to adjustments
or modifications, that is, means of access to the curriculum and
adaptations in the different components of the curriculum.

At the same time, adaptations can be classified by their greater or

lower degree of significance, which is related to the degree
of distance that they represent concerning ordinary performances
that they continue with the rest of the students. The further they distance themselves from

student of the ordinary educational approaches more

the adaptation will be significant.

On one hand, we have the access curricular adaptations, and

other, specific or curricular components, which can be
significant are significant.
The access curricular adaptations are those that respond to
to some special educational needs, since only
they require a series of means, resources or to be attended to
technical aids that will allow the student to continue in
largely the common curriculum.

These types of adaptations can occur in:

The physical-environmental conditions: removal of barriers

architectural, space distribution, conditions
adequate brightness, etc. For example: sitting
forward, away from the window.

The materials, equipment, and technical aids that

they compensate for the difficulties arising from certain problems
of the students. For example: use computer, increase
the font size, change terms for others.

Communication codes: There are students whose difficulties in

Communication limits their access to the curriculum and they need

learn an augmentative, complementary, or alternative code

to oral or written language. For example: implement a
sign language teacher, Pictographic system, Braille.
On the other hand, adaptations in the curricular components
(specific) are the modifications or adjustments that are made in
relation to what, how, and when to teach and assess, that is to say, in
objectives and contents and their sequencing, methodology, and criteria and
evaluation procedures. Based on the components that
if modifications are made, one can talk about curricular adaptations more or

less significant:

Insignificant adaptations are the modifications that

they are carried out in the non-prescriptive elements of the official curriculum.

They refer to how to teach and evaluate: designing activities

complementary, learning content through a strategy
different methodology, evaluate the student through a
different procedure.

There are also adaptations that affect the elements.

prescriptive curriculum elements that may not be considered
significant: to introduce, qualify, or expand on certain contents,
dedicate more time to learning certain content, eliminate
some non-essentials within the area etc.
This type of adaptations, along with those for access, are the
specific adaptations for difficulties such as:

SPE: Specific Learning Difficulties: Dyslexia,

Dyscalculia, Dysgraphia.
ADHD (Attention Deficit Disorder with Hyperactivity)
Specific Language Disorder.
Difficulties in reading comprehension.

The adaptations a child with this diagnosis needs are

those that make a modification in the methodology of
teaching, evaluation, and access information support,
without altering the curriculum of the degree he/she is pursuing. They involve changes

simple in the way of evaluating, of presenting the information, for

provide the student with the necessary supports to achieve learning
adequate.

The objective of these adaptations is to respect different styles.

of learning, to enhance the strengths of each student, and that
those with difficulties in specific processes or skills
they manage to develop their skills in the same way as the rest
from the class.
Finally, the significant adaptations are those that
they affect the prescriptive elements of the official curriculum, that is,
the planned content is modified. These adaptations are
given and specified by the Special School or a teacher
integrative, generally when the child is in a project of
School Inclusion.

Some of the following adaptations are made:

Introduce or expand on certain aspects contemplated in

objectives, contents, and evaluation criteria. It is to include
certain aspects that are not included in the curriculum
common, or that are part of the curricular proposal of the cycle
the previous educational stage and, therefore, it is necessary to introduce

individually. For example, problem solving

applying basic operations (typical of the stage of
primary) for a student who is enrolled in the stage of
Secondary Education.

Elimination: It consists of eliminating objectives, contents and

evaluation criteria of the Official Curriculum arriving at
some cases, to practically eliminate an area or areas
complete curricula.

The specific adaptations that modify the curriculum involve

to be justified, that is to say they must be decided after a process of
psychopedagogical or interdisciplinary assessment of the student in
interaction with the context. These adaptations are made in children
with diagnosis of:

Cognitive delay (low IQ)

In children with neurodevelopmental challenges: for example
autism.
In children where the main objective of schooling is the
socialización y no hacen tanto énfasis en el aprendizaje de
contents.
For every teacher, diversity is a challenge. It places them in a role
active and empathetic, thinking not only about their role and the content to

to teach, but in identifying how each student learns, their

challenges and strengths.

Many times they say that if we stop at this paradigm

we generate utopias, but we attest that with small changes
the achievements are many, which are seen in the learnings, but
also in self-esteem and in the world of possibilities that is offered to him

allow that boy.

Children and adolescents should receive different opportunities.

of learning and evaluation within the classroom, in order to
put into practice their different skills and stand out in
different spheres.

The teacher must then take an active role in daily work.

to seek strengths in the learning of each student, and thus
enhance your skills. It is also important to work on
jointly between the teacher, the educational institution and the
team that cares for the child (professionals: psychopedagogue,
speech therapist, occupational therapist, psychologist, etc.

Making adaptations places the teacher in an empathetic position and the

students are taught about coexistence in the face of diversity.
The following section will mention some laws that govern
in Argentina on the right to the inclusion of all people to
education, considering its challenges and characteristics
subjective.

The National Constitution orders in its article 75 'to legislate

and promote positive actions that guarantee equality
real opportunities and treatment, and the full enjoyment and exercise of the

rights,” particularly covering people with

disability, children, and women.

Law 26.378, in which what is mandated at the national level is adhered to

international at the United Nations General Assembly in

in 2006. The Convention on the
Rights of Persons with Disabilities. Through The
The convention indicates that it is necessary to introduce adaptations and

strengthen protection for people with

disability, so that they can effectively exercise their
rights to health, education, accessibility, and work.

Law 24.901. In health terms, Argentina has a

basic care benefits system in favor of the
people with disabilities. The system includes "actions
of prevention, assistance, promotion and protection," with the
aiming to provide free and comprehensive health coverage.
To access it, beneficiaries must have
the Unique Disability Certificate (CUD), provided for by the
laws 22.431 and 25.504.

The National Education Law 26.206 contains a chapter

dedicated to Special Education, understood in this regulation
as a 'mode of the educational system aimed at
ensure the right to education for individuals with
disability.

Law 27.306, in force since 2016, which establishes that the

children with SLD (Specific Learning Difficulties)
they must receive modifications in the teaching strategies
and in the way they are evaluated, so that they can learn
just like their peers. This law establishes as its objective
it is a priority to guarantee the right to education for children,
girls, adolescents, and adults who present these difficulties
through a comprehensive and interdisciplinary approach. This law is
the one that protects and encompasses the adaptations not

significant presented earlier.

As we have been seeing, adaptations are the main tool for
to respond to diversity. But for a professional or teacher, it is not
so simple to tackle them, as it involves artisanal work, where the focus
this position in the subject, in their needs, potentials, and challenges. By
so, the adaptation must be tailored.

In this module, we will see possible adaptations and strategies for the
challenges that can arise in the process of reading and writing. In
In this section, we can include strategies to address diagnoses.
specifics such as;
Dyslexia: Specific learning difficulty in reading.
Dysgraphia: Specific learning difficulty in writing.
Dysorthography: Difficulty in applying spelling rules
to writing.
Dyspraxia: a psychomotor disorder that affects coordination and the
movement.
Specific Language Impairment.
Mental Retardation

In addition, we can find specific difficulties that do not involve a

accurate or closed diagnosis;
Low reading fluency,
Difficulties in reading comprehension,
Difficulties in pincer grasp,
Challenges in visuo-motor integration,
The important thing to identify first is in what content or what aspect.
adaptations need to be made, as each diagnosis or difficulty
specific is traversed differently by one person than by another.
For example, a child diagnosed with dyslexia requires adaptation.
since their fluency is low, which means it takes them a lot of time and requires
external aids to decode. To compensate, your teacher gives you a heads-up
the texts and he reads them at home. Continuing with the example, on the other hand
Another child with dyslexia achieves reading fluency, but does not understand what they read.

therefore uses another adjustment, reading one paragraph at a time and

to comment on what has been decoded to your desk partner.

Como vemos en el ejemplo, se pueden presentar dos niños con un mismo

diagnosis but with different challenges, so the teacher, at the time
to plan and think about appropriate methodological strategies must be
"artisan." Similarly, on many occasions, the adaptations
they are trial and error, which is why it is advisable to test the strategy

methodological in classes before an evaluation instance. From this

the child feels comfortable with the known and when facing a
Similar activity in the exam generates security.

A very common error that is made is that adaptations are

they are only carried out at the evaluation stage, but it is important to clarify that

adaptations must also be included in the daily work of

learning.

Having introduced this, we begin with some practical strategies.

for adaptations in reading and writing:
PREVIOUS READING:
This is an essential adjustment for people with dyslexia.
with low fluency or difficulties in reading comprehension.
It consists of the student reading the texts beforehand with
accompaniment. It can be with the teacher in class, with a
familiar if it is anticipated and taken home, with a companion of
bank in classes.
This way, it allows you to refresh your vocabulary and
understanding before carrying out an activity or evaluation. At the same time

It facilitates re-reading if necessary. Some children need to read twice.

or more times to achieve understanding.

ADAPTATION TO FONT SIZE:

It is suggested to use a clear font, such as Arial or Calibri,
size 16 to 20 in primary or 12 to 14 in secondary.
The font size directly impacts the areas.
cerebral associated with fluent reading. When presenting these sizes,
the activation of the visual area of reading is worked on, starting from the

which, with intervention, can develop strategies to read more

agilely, instead of activating only the phonological area
in charge of complex words, in what presents difficulty
persistent.
This methodological adaptation is important for children with
Dyslexia, with difficulties in visual perception and motor integration,
in people with vision difficulties, among others.
LINE SPACING:
The ideal line spacing is 1.5. Research in the area of
reading claims that this line spacing size contributes to the
activation of the occipital visual area involved in visual reading, by
what allows for an appropriate tracking between the sentences that
they compose the paragraphs.

ADAPT TEXTS:
Sometimes, according to the child, it may be necessary to modify the

drafting of texts to simplify the use of language and

decrease the amount of text that is not relevant to your
meaning.
This adjustment is important specifically for children with language impairment.

or that affect verbal comprehension or scope

of vocabulary. It can also be useful for students who
they present difficulties in their working memory, which require
that the texts be shortened to retain just the necessary information

necessary.
BOLD THE OPERATIONAL VERB:
There are studies that claim that bold typography
it promotes reading comprehension, as it involves focusing
pay attention specifically to that word or sentence.
This adaptation consists of marking the verb or the instruction.
most important indication to be carried out. In the texts, the
main ideas.
It is indicated for children with difficulties in understanding
texts or slogans for children with attention deficit, with
Dyslexia, among others.

USE READING PROGRAMS:

There are programs that convert voice to text, and vice versa, from text to voice.

They are a very useful tool that enhances reading.

autonomous and the independence of the person with challenges in the area of

reading and writing. Among them we find: Google translator,

@Voice Aloud Reader, Google Docs, Balabolka, among others.
In the videos of this module, we show you how to use these
applications/programs.

The same Office package, since 2016, within which

we found Word, Excel, PowerPoint and others, I attach the option of
Text reading. To access it, it needs to be activated, in a
The tutorial for the videos in the annex details the steps to
step.
On the other hand, the Office package from the year 2019 is already available.

with just one click, in the "review" tab. It is also

we detail in the tutorial.

GRANT MORE TIME IN THE EXECUTION OF

TASKS/EVALUATIONS:
There are children who need more time to complete activities.
Others also need greater availability to rethink it.
drafted and review.
This adaptation is specifically for children who have difficulties.
in its processing speed, in Dysgraphia, also in
Dyslexia, among others.
To apply this adaptation, an evaluation can be conducted in two or
more parts. It may also involve reducing the quantity of
exercises, so that within the estimated time a certain goal is achieved

activity.
SPELLING IS NOT EVALUATED:
Although it is corrected in a selective manner, that is, choosing the
most important words to maintain spelling doubt. There are
scientific evidence that in patients with Dyslexia and/or
Dysorthography does not significantly evolve the spelling. Therefore
that it is suggested that spelling should not lower scores in the

evaluations, as it would have an impact on self-esteem and

frustration. The child may have a dictionary or a list at hand.
of the words that you frequently make mistakes to help you.

REINFORCEMENT WITH ORALITY:

It is about providing the student with an alternative to written expression,

both during the teaching of topics and concepts and for the
assessments. Some alternatives are; the oral presentation, in
PowerPoint, create videos, among others.

REDUCED AMOUNT OF ACTIVITIES:

This adjustment can be intended for children with low speed.
of processing, with little creative production for writing,
Dysgraphia, among others.
It consists of reducing activities so that it does not affect your

overall performance.

INSTRUCTIONS AND EXERCISES IN PHOTOCOPIES:

It is a resource that can help prevent excessive copying of
blackboard. It is suggested to optimize work times and the
student resources.
It is ideal for children with dysgraphia, for whom writing and copying are difficult.

it involves a lot of extra effort. It is also helpful for children with Deficit

attention.

SIMPLIFY WORK ASSIGNMENTS:

Use clear and short instructions (one action verb per
task). The objective of the task is to delimit the action or
activity that the student has to carry out, for which it is
it is convenient that the language is simple and direct, so that it

quickly understand the activity.

PROVIDE EXAMPLES:
The examples help to increase reading comprehension or of
instructions. With the examples, they manage to relate what is requested with

what was learned or worked on in classes. It is important, as

we mentioned earlier that when evaluating the format of the

proposed activity is not absolutely new, but rather that the
child has had prior contact with a similar activity.

ATTACH A QUESTION OR IMAGE:

To facilitate reading comprehension or instructions, at the end
Each paragraph/sentence can attach a question or image.
to facilitate understanding.
For example, in an instruction that says 'Write ...' it is attached to the

writing icon
USE GRIPS FOR PENCILS:
Grips are adapters made of flexible and noble materials for
adapt the grip of the pencil/pen and encourage writing.
There are various markets, however, each one is particular to the
specific difficulty, so it is important that the professional
specify which one is appropriate.
This adaptation is specific for children with Dysgraphia, difficulties
in the pencil grip or in pinch grip. It can also be used
for children with Dyspraxia.

SEPARATING RULE OR ICE CREAM STICK.

It is a resource for children who have difficulties in the correct
separation of words. This symptom is common in Dyslexia and
Dysgraphia. It is also useful for tracking reading.
You can buy or even make it by adding to the common rule a
element that allows separating words when writing.
 ALLOW THE USE OF VISUAL AIDS
In students with difficulties in working memory, with Dyslexia, or
that they have not yet automated writing and find it difficult to evoke some
It is suggested that they have visual supports for the lyrics within reach.
different spellings or the alphabet. They can have it in their bank.
the pencil case, printed and laminated, or hanging in the classroom. This resource

también es útil para alumnos con Disgrafía, donde por ejemplo, en

Italics can present difficulties for proper tracing.

ALLOW THE CHOICE OF TYPOGRAPHY

It is important for students with difficulties in handwriting or in
those diagnosed with Dysgraphia are allowed to
select the font that is most legible and feels most comfortable.

WIDEN THE SPACES ON THE PAGE

As mentioned earlier, the proper line spacing is
1.5. In this way, it is also important that when you leave
spaces to complete should be ample, in which the child can
possible to write. For some diagnoses like Dyslexia and ADHD, it
suggests that the student completes it on the same exam sheet, that is,
that the assignment is presented and space is left for its resolution.
 USE DOUBLE LINE

For people with Dysgraphia or difficulties in controlling size

it is suggested to leave a blank line between a
writing and another.

PENS/PENCILS THAT FAVOR THE GRAFFITI

For those who have Dysgraphia or challenges in

digital grip it is suggested to use pencils
triangular pens or pens with a fine tip and avoid
those that have fountain pen ink.
In this module we will see specific strategies to carry out in the
mathematics content, for the challenges in the attentional profile and for
contribute to the self-esteem of children and adolescents. We will look at them separately

each of them.

Hay niños que aunque no posean un diagnóstico específico en el área

they present difficulties and also require adaptations. In some
students these difficulties are associated with different disorders such as deficit
of attention, non-verbal disorder or executive dysfunction or decrease in some

cognitive ability. If we provide them with the adaptations, we will be giving the

support and scaffolding so they can move forward and not deepen their
difficulty.

In this section, we can include strategies to address

specific diagnoses or challenges in skills such as;

Dyscalculia; Specific learning difficulty in acquiring skills

arithmetic.
 Difficulties in reasoning.
Challenges in working memory.
Difficulties in understanding mathematical statements.
Failures in the attentional process that interfere with calculations
writings.
Challenges in operator semantics: understanding language and
mathematical signs.
Challenges in understanding analogies: comparing, differentiating and

transform the objects into numbers.

Difficulties in operational reversibility: ability to add and
automatically subtract.
Procedural difficulties in mathematical calculations.
Among other diagnoses or difficulties.

As we have been mentioning, the adaptations and adjustments are of

according to the profile, the diagnosis, and the needs of the student. We will see

some suggestions for doing:

MEMORY AID IN THE PROCEDURES:

In students with procedural dyscalculia or with memory difficulties
operative, or with failures in executive functions may present
difficulties in remembering the steps to execute any or all of them
mathematical operations.
They can be presented with a reminder that outlines the procedure.
which will make it possible to reach the level of reasoning or the content
expected.
For example, when the sum has "carried":

Here is another example; this

capture is part of a guide

division procedural that
it was assembled for a child with

much interest in The

Simpson. Each character
it symbolizes an action for him
specific. In this way,
we see each adaptation is
unique for each student of
according to your needs,
interests challenges y
fortresses. This guide the child the
has close when needed
recollect the procedure
of the division.
 USE DIFFERENT FORMS OF RESOLUTION
PROCEDURES:
On many occasions, the teaching model proposes a modality that does not
it is in accordance with the student's learning style, that's why being open
Accepting other forms of resolution enables and guarantees learning.

Extra, auxiliary calculations can be allowed, also so that

omit written calculations.

ALLOW THE USE OF SUPPORT MATERIAL:

Some examples of supporting material are number castles, tables
Pythagorean, concrete material, pencils or objects that facilitate calculation and
reasoning. It is also important that certain children are
allow the use of the calculator to reduce the amount of information
What should be stored in your working memory.

MARK THE SIGNS WITH COLOR:

In this way, the child is helped to pay special attention to avoid
confuse the signs. You can always mark the signs with the same one.
color, for example, always red the+, green theX, etc.
This adaptation is specifically for children with attention deficit.
also for those with dyscalculia or difficulties in reasoning.

BREAKDOWN EN PART THE PROBLEMS

ARITHMETIC:
Avoid information overload to encourage the student to solve
one operation at a time. Arithmetic problems should be presented
in items. It should be avoided to put several clauses together or two questions in

the same one.

 USE VISUAL AIDS:
Visual aids that facilitate understanding can be used.
required operation in the mathematical problem identifying words
keys. It is also very common to have other visual aids such as the laws of
the signs, the divisors, among others. For example:

VALUING THE PROCESS:

Students with difficulties in math require a lot of effort.
to be efficient and avoid mistakes, for this reason, it is important at times
overlook errors in the accuracy of the result and value the process
to verify that they understood the reasoning.
 GIVE LESS AMOUNT OF EXERCISES:
In some cases it is necessary to make this adjustment to avoid the
cognitive overload of the student, as well as preventing them from making
errors in the procedures unnecessarily. The essential thing is that
the teacher can verify that the student manages to solve the operation or the
problem, but if we overload it with too many exercises we lose the
objective.

USE VISUAL SUPPORT THAT ORGANIZES THE

INFORMATION AND HELP TO SOLVE PROBLEMS
ARITHMETIC:
This support allows breaking down and organizing the information for the

understanding the mathematical problem. For example:

 USE APPLICATIONS Y SUPPORTS
Technological:
PhotoMath is a very useful application that is for
solve and correct mathematical problems. Solve
basic and advanced content (secondary and
university student)

Another website and application is Mathway. It allows

solve problems and mathematical operations. Explain its
resolution step by step. You can write it, or even, just like
PhotoMath, take a picture of the exercise and it solves it by itself.

Geogebra is a program for somewhat more use

complex that the applications named with
precedence, but it is used for graphs, geometry, and
calculation in graphic records.

These applications, and others available in the search engine, are very useful.
to favor the explanation and thus the independence of the students. With
they can carry out household activities independently and execute
self-monitoring (check).
Sustain attention on tasks that require cognitive effort
important requires a lot of effort. Those who have difficulties in
attention they can be impulsive in their responses and have challenges to
inhibit them.

Teachers often describe these students as 'they are disconnected.'

["does nothing","bothers others","I can't get them to work in class"]
That is why it is necessary for those who accompany the students with these

challenges understand that certain attitudes are not voluntary, but rather that they

respond to a specific symptomatology that is part of the disorder

ADHD: Attention Deficit Disorder with/without Hyperactivity.

Within the diagnoses and challenges to which they can be applied

suggestions for adaptations of this section are:

ADHD: Attention Deficit Disorder with/without Hyperactivity.

Challenges in Executive Functions.
Difficulties in attentional processes (without specifically being
a disorder)
Challenges in attention and concentration.

Let’s look at some possible methodologies to improve next.

these situations:
 MAKE EYE CONTACT:
Look the student in the eyes. This type of intervention can help achieve
the reconnection of your attention in moments when it is difficult
keep it.

CLEAR AND PRECISE INSTRUCTIONS:

Given that attention spans are short, the instruction must be
short and precise so that the student understands quickly the
activity, thus avoiding confusion and distraction.

ENSURE UNDERSTANDING OF INSTRUCTIONS:

It is common for students with such difficulties not to read the instructions.
they enter, or hurry to resolve without having understood correctly the
We can ask you a series of questions or suggest you the
consigna:“explícame (o explícale a tus compañeros) qué tenés que hacer”.

ANTICIPATE
Children who have attention difficulties generally have
also challenges to plan and organize appropriately. By
it is important to anticipate the tests, activities, and the role you occupy,
for example, "listen carefully, because later you will be the one to...
expositor

SUPERVISE PRODUCTION:
One of the frequent characteristics of these students is that they get frustrated.

They often abandon tasks. That's why it is important

to help them at various moments in the class, to prevent them from quitting the

activity or is lost.
 PROMOTE SELF-MONITORING:
Self-monitoring is a metacognitive ability. It consists of reviewing,
go back and verify what has been done and recorded. The students with
attention deficit prefer to finish everything quickly, so they
suggest that they review at the end and independently find
errors.

STRENGTHEN WITH IMAGES, GRAPHICS, OR WORDS

KEYS:
If support of this type is provided for the explanation of the contents in
the class, the student with attention difficulties will be able to visualize it from

concrete way.

USE POSITIVE AND BRIEF LANGUAGE:

Avoid long speeches. Just like in the written slogans, the
explanations must be concrete and directive, which allows for greater
information retention.

ALLOW IN A CONSENSUAL AND REGULATED MANNER

MOVE OR INTERRUPT THE ACTIVITY:
Students with hyperactivity make a great effort to maintain
regulated her attention and her body in calm. It is necessary that in a manner

agreed upon and regulated by the teacher, the child may get up from the
bank, make some sort of assistance to the teacher, leave the classroom or
make movements. This reactivates the alert system and allows
the self-regulation of attention processes.

SENSORY INTEGRATION ADJUSTMENTS FOR

FOSTER SELF-REGULATION:
Proprioceptive resources such as elastic on the chair, carrying objects
heavy (backpack-box), elements for tactile self-regulation (mass,
bag with seeds), the cushion with seeds, eating elements
Crispy, among others, favor the regulation of attention and the state
of alert in the task that he/she performs.

OFFER A PLACE TO WORK IN

CALM:
Students with attention difficulties need to reduce the amount of
environmental stimuli to be able to perform according to their cognitive potential and not

according to their attentional level.

ESTRATÉGICA UBICACIÓN DEL BANCO DE CLASES:

Children with these challenges require few stimuli to avoid
distractors. It is necessary for your bank to be among the top ones
classroom. It is also advisable for it to be away from distractions.
like windows, doors, signs, etc. Sitting close to the teacher can
favoring since these students respond very well to supervision
of an adult.

USE AGENDA, VISUAL ORGANIZERS AND

SCHEDULES:
The temporary organizers for planning tasks and assessments help
the student to have an organized view towards the future. The idea is that
the teachers/professionals supervise the effective use of the agendas and them
They teach that writing down your duties helps you make decisions, improve
time management and organizational skills.
 ASSIGN SPECIFIC TASKS:
Name him the classroom helper or ask him for "favors" to promote the

movement that the student needs. Feeling an important role within the
the classroom motivates them, and also allows for some motor discharge.

VALUE ACHIEVEMENTS AND AVOID NEGATIVE GRADES

THE HOUSE:
Children with ADHD require external approval to learn to
internalize positive behaviors and repeat them. Positive notes act
as an important and significant reinforcement.

AVOID EXPOSING YOUR BEHAVIORS IN FRONT OF THE

OTHER:
Students with these challenges often act on impulse and then
to regret. It is important not to reproach them in front of the group that does not

Pay attention or they are impulsive. It will always be better to call it

apart to reflect together.

LIMIT THE EVALUATIONS:

When the student has a lack of attention, they usually start performing well and

then confuse due to attentional fatigue. Decrease the number of items or

questions from a test is a more accurate way to assess your
learnings.

BREAKDOWN:
It is important that the activities are delivered one at a time.
This way we ensure that the attention is focused on the task.
and not in another. We also avoid skipping items or lines that is
very frequent in these students.
To implement this suggestion, the instructions and the teacher can be cut.
deliver the following as you complete them, or the student himself.
she trims them and places them low on the bench, and she gradually adjusts the execution.

UNFOLD INSTRUCTIONS:
Es preferible dar más consignas y evitar dos o más acciones en una misma
task.

REPLACE OR COMPLEMENT THE TAKING

WRITTEN BY ORAL TAKE:
Children with ADHD tend to be disorganized, but verbally, if they
the guides manage to present the information more clearly and orderly.

EVALUATE THE PROCEDURE:

Like other students who face challenges in learning, children with
ADHD individuals often make multiple careless mistakes. In those cases it is
it is important to value the process and not the accuracy.

AGREE ON OBJECTIVES AND POSITIVE REINFORCEMENTS:

As we mentioned, one of its challenges is planning and correct

organization. It is necessary for the student to know the objectives and be provided with

propose short goals so that attention focus and its functions

executives should be focused on achieving what is proposed.

PROMOTE THE USE OF PHOTOCOPIES:

This suggestion is for a proper organization of the visual space and
avoid excessive visual information.
 BREAK LONG TASKS INTO OTHERS
SMALL
Children with executive function difficulties present
challenges to calculate how to start or realize in what way a
A large task can be divided into smaller parts so that they are more manageable.

simple. Therefore, the teacher must guide and give instructions so that
may it be resolved

Children with learning challenges are generally more vulnerable.

under the concept as a consequence of the constant failures that
they experiment, both in the school environment and in their activities of
everyday life.

Students with difficulties often receive passively or

active, verbal messages and negative evaluations of the school environment,
family and social.

The situation of failure negatively affects the student's self-esteem and

your motivation. As a consequence, problems can arise
emotional and/or behavioral issues such as anxiety, somatization, up to
depressive symptomatology.
These types of manifestations are warning signs to observe the state.
emotional state of the child or adolescent. That is why it is important to address it from the

class to this type of demonstrations. Some possible adaptations for

these cases can be:

AVOIDING THE STUDENT BEING EXPOSED IN

PERMANENT FORM TO YOUR DIFFICULTIES:
Focus attention on their strengths and avoid emphasizing their
weaknesses. People who show difficulties in learning
they have a special sensitivity to comments, glances, and expressions
of others.

FIND MOMENTS OR ACTIVITIES IN WHICH THE

STUDENT MANAGED TO SHOW AND EVIDENCE IN FRONT
TO THE GROUP ITS OWN STRENGTHS:
It is advisable for you to naturally demonstrate your ability.
in some cognitive activity.

VALUING ACTIONS, COMMENTS, OR IDEAS

IN FRONT OF THE GROUP:

In this way, their achievements will be evident in front of others. Avoid

make corrections in front of the rest of the class, do them in a way
individual.

GENERATE A FOSTERING ENVIRONMENT FOR THE

STUDENT CAN ASK THEIR QUESTIONS:
The fundamental thing is that the student can do it without fear of being left out.

exposed in front of the group. Assess their questions, their capacity for
to ask and to have one's own ideas.
 COLLABORATE TO ADJUST THE OBJECTIVES AND
GOALS TO YOUR REALITY
Considering your strengths and weaknesses, it is important to help the
student to get to know themselves and guide them to set realistic goals and

achievable to avoid failures that affect their own self-esteem.

It is important for teachers and institutions to work to systematize
the use of adaptations and have a monitoring system for both
effective result of the evolution of their students with the adaptations
carried out, as well as their application by the educational institution.

It is necessary that methodological adaptations are not carried out in a way

parallel, sudden, hidden or isolated, but rather that they are planned,
explicit and systematized for each issue.

In general, in the school environment, things work in a way

systematized, therefore, it is advisable to systematize the adaptations and
implement spreadsheets or tracking to execute effectively
the adaptations. To that end, one can resort to action protocols or
effectiveness control templates, which we propose below.

ACTION PROTOCOL
As we mentioned in the previous modules, the adaptations are
are carried out together, and many of the suggestions are provided by the
professionals who attend to them externally (speech therapists,
psychopedagogues, psychologists, psychomotor specialists, among others). Also

there may be a school counseling team within the institution

school the specified ones, or simply their teachers together. In short,
among so many agents that intervene or several reports submitted is
it is necessary to gather the information in a document as a plan of action
for that student. It is advisable to do it at the beginning of the year and continue

adjusting it every month or quarter. In this way, we ensure that

All teachers should be informed of the action plan for that student.
As an example, we present the following form. It is
attached for completion among the annexes of the module.
ALUMNO:Juan Ignacio Pérez____________________________________________________
DIAGNÓSTICO:TDAH______________________________________________________
TREATING PROFESSIONALS:
Psychopedagogue: María José Giménez
Psychologist: Clara Méndez
Occupational Therapist: Marta Gómez
CHALLENGES: STRENGTHS:
Keep your attention on a module of He/She stands out for his/her social skills.
classes. with their peers.
Complete the instructions without skipping. Enjoy a lot of arts, music and
Impulsiveness in their responses. physical education.
Difficulty staying seated Self-regulates its behavior with bites.
long periods of time.
Prof/teacher
Date Indication / Suggestion Educational equality
Observations
Divide the tasks and deliver them one at a time.
for once. They must be carried out in
03/21
Promote self-monitoring strategies. all areas, in
Psychopedagogue
Strengthen slogans with images and classes and
highlight key words. evaluations.

Place it in a bank near the blackboard.

in the middle of the class.
They must be carried out in
04/21 Allow in a consensual manner and Therapist all areas, in
regulated to move o interrupt the occupational classes and
activity. evaluations.
Allow the use of grips or bites
to self-regulate their behavior.
Allow the use of elastic on the chair Team of Strategy for
(Proprioceptive resources) orientation language, mathematics
04/21 educational and sciences
At the end of an activity granting The calendar is
06/21 tasks that involve movement. Psychologist find in your
Use the assembled calendar. pencil case.
 CONTROL SHEETS

One suggestion to systematize the control of adaptations is that in

the written evaluations are recorded with a legend at the beginning/end with the
end of completing what type of adaptation was used.

The goal is to ensure that the assessments of the students who need
specifically, reviews should be conducted in a personalized manner.
Let's see an example:

Language assessment with adaptation.

Used adaptations:
The presentation of the instructions was modified to be concise and clear.
The verb of the slogans was highlighted in bold.
Oral support was provided in the explanation of the instructions.

The text to be analyzed was brought forward by 3 days.

Template for complete y to hit en each evaluation

 MONTHLY FOLLOW-UP SHEET - MONITORING OF
ADAPTATIONS.

According to the adaptations proposed by their professionals, it is assembled

a form/sheet and the application of the same is reviewed throughout the

month/semester.

An example could be:

STUDENT: _______________________________________________________________________

Adaptations It was done I don't know Need for adaptation observations

methodological did
Text anticipation

Font size of the letter e

line spacing

Sit him in front

Longer working time

Smaller amount of
exercises

Use of resources
technological

Photocopies instead of
copy

Use of visual aids

In the left column, it is filled out according to the adaptations.

that the student needs. Among the attached images of this module there
They find the blank forms so that you can use them.
 ORAL COMPENSATION FILE:

When students need the instance of oral compensation for

to be evaluated on the knowledge acquired, it is advisable to use
some form of document that formally certifies
that the student was evaluated according to their needs.

This will also allow him to learn to rely on the

oral modality and develop resources, because initially in the first
instances of orality does not know how to do it, so the teacher must
guide and provide explicit resources so that it becomes in their area of
fortress.
These are some of the strategies for monitoring and control of the
adaptations. The monitoring must be functional so that everyone is
informed of the modifications that need to be made for the student
I achieved learning.