1

Ministry of Public Education

Regional Educational Direction of Alajuela
Department of Educational Development
Itinerant Regional Team
Compiled by: Licda Lilliana Rodríguez Jiménez and
M.Ps. Krysia Solís Morera

Curricular Adjustments
Curricular adjustments are the educational strategy to achieve the objectives of the
teaching, fundamentally when a student or group of students need some support
additional in their schooling process. These curricular adaptations must take into account the
interests, motivations, and skills of students, in order to have an impact
significant in their learning. Based on the requirements of each student, the
teaching methodologies, learning activities, the organization of school space, the
educational materials, the evaluation procedures, and even the objectives can be adjusted
of each degree.

Curricular adaptations are defined as the specific and tailored response to needs.
special educational needs of a student that are not covered by the common curriculum. Its objective
it must be about ensuring that the educational needs of the student are met
share with your group. (García, Escalante, Escandón, Fernández, Mustri, and Puga, 2000).

These aspects guide decision-making during the school year: increase or decrease of
support that the student should receive, and even at the end of the year, one could think about the possibility of
that other decisions be made regarding the support that the student will require.

The insignificant adaptations are very particular, as each human being is different, thus
there is no recipe, for each student, the styles and pace must be taken into account:
learning, cognitive area, emotional, psychomotor, among others, to know what adjustments
are the most suitable. Within a group, the adjustments will vary, so it is to be expected that not
all students have the same.

We will briefly outline the types of curricular adaptations that can be applied, according to the
guidelines issued by the MEP, for which two categories have been considered: adjustments of
access and insignificant adjustments.

ACCESS ADAPTATIONS

The access adaptations aim to create the physical conditions in the spaces and in the
furniture to allow its use by students with special educational needs (s.e.n.)
in the most autonomous way possible and at the same time allowing for the highest level of communication and
interaction with others.

The underlying idea is that with these adjustments, the student can be better placed within the classroom.
to compensate for their difficulties and to enable them to participate more actively in the dynamics of
schoolwork.

We must keep in mind that there are students with special educational needs who, in addition to
requiring access modifications, they require us to also modify basic elements of it.
 2
They are aimed at some students, especially those with motor deficiencies,
visual and/or auditory, therefore require special materials, adaptations of elements
physical elements, good lighting, special furniture, noise elimination, special boards, magnifying glasses
crutches, headphones, orthopedic devices, among others.

This category also includes technical assistance that can facilitate the
access to the curriculum, such as: hearing aids, special lenses, mobility devices, etc.

When instructions are provided to the student for the completion of works, projects, tests or
Others, the teacher must ensure that the student has understood what they need to do, for
an explanation will be provided at a time.

When the student is asked to write an essay, the number of

words when writing, considering the needs of the student.

In the case of practical subjects, the specific needs of the student must be considered.
to adapt the learning situations to their capabilities.

In the case of blind students, they will be allowed to take the tests in Braille or in a different format.
For visually impaired individuals, written tests will be administered with enlarged characters and will be
it will offer a well-lit place, or they may also be allowed to use a magnifying glass to read the test.

Deaf students should be given all instructions in writing, and if they do not speak, they should be given ...
allow consultations to be conducted in writing or in LESCO, so it is recommended that within
It is possible for the teacher to master this system so they can communicate with their student; if they use
headphones should be allowed to be used.

If the student has motor deficiencies that hinder writing, it would be necessary to provide them with more support.
time during the implementation of written tests, otherwise, carry them out orally.

When certain objectives in the different subjects require, to demonstrate mastery,

some manual or physical skill, such as in Physical Education, in Industrial Arts, in
Home Education, in Plastic Arts, in a Computer Lab, in constructions
geometric in Mathematics, etc, an alternative strategy may be sought to measure the objective,
for example, providing them with more time during the test or measuring the objective in parts such as
ways for the student to demonstrate what they know, in other cases they may be allowed support from
any other additional resource.

These adjustments are the responsibility of the institution with the guidance of a specialist.
(Article 10, paragraph 'b', of the Regulations).
 3

NON-SIGNIFICANT CURRICULAR ADJUSTMENTS

When we talk about non-significant curricular adaptations, we refer to all those actions taken to
part of the teacher that does not substantially modify the official study program (Program of
MEP), this type of adjustment is essentially constituted by the creation of situations of
appropriate learning, in order to meet the educational needs of students.

These actions constitute methodological and evaluative adjustments, not changes in objectives or
contents of the official program, according to the needs, characteristics, and interests of the
students, without forgetting the objectives and contents of each subject. These are the responsibility of the
institution and the educator with the follow-up of the Technical Advisory Committee (Evaluation), and the
the responsibility of it is exclusively of the classroom teacher.

The determination and application of the non-significant curricular adjustments will be the responsibility
The monitoring of the same corresponds to the Technical Advisory Committee (Evaluation).

THE TEACHER'S PLANNING

If the teaching action is intended to truly focus on the integral development of all students,
It must be planned properly. Otherwise, it falls into spontaneity and improvisation.

Of course, we are talking about a planning that not only responds to administrative requirements,
but rather actually considers and addresses the needs of the students and teachers and guides,
in this sense, the daily work of teaching; a plan developed with the north in mind
purposes of basic education, which follows the set of formative criteria established by the
MEP.

At the time of planning, it is advisable to take into account a series of elements to

the organization and development of effective learning activities in the classroom. These elements are:

a) The knowledge of the current study plans and programs, both in terms of their
theoretical-practical orientation, approaches and general purposes, such as in the understanding and management of the
knowledge, skills, intellectual abilities, and attitudes that are intended to be developed in each
subject, considering the educational level and the school grade in question.

b) The knowledge of the institutional conditions for educational service, which implies having
presents the resources and support that the school has.

c) The knowledge of the characteristics and educational needs of the students.

 4

SOME RECOMMENDATIONS FOR CURRICULAR ADJUSTMENTS

NO SIGNIFICANT
In testing:
. Read the test and clarify the instructions to ensure that the student has understood them.
before taking the test.
. Allow the use of tables and formulas.
. Divide the subject matter into two short tests.
. Assign points for the steps taken correctly.
. Allow reasonable additional time for the test to be conducted.
. Use short answer items.
. If necessary, allow him/her to take the tests in a separate room, with a tutor or the teacher.
that clarifies the instructions.
. Schedule only one test per day.
. The organization of the test must be clear and with a very good spatial distribution of the
questions, leaving enough space between one and another in order to facilitate their reading and
comprehension.
. Insist that the student reviews the exam before submitting it to ensure that there are
completed all the questions.

School level:
. Provide the material covered in class photocopied.
. Give extra assignments in those subjects where I encounter the most difficulty, especially in
reading-writing and mathematics, to reinforce what was learned in class.

. Allow him to use the font he feels most comfortable with.

. Use the peer tutoring strategy as support to reinforce what was covered in class.
. Place the student near the blackboard and in a location with good lighting.
. Place the student near the teacher and near students with good behavior and good performance.
. Limit the number of distracting stimuli in the classroom.
. Use clear, concise, and short orders in the instructions, both visually and verbally.
auditory.
 5
. Give positive reinforcement and supervise their work, ensuring a clear understanding of
the instructions given orally and in writing.
. Make sure that the student has understood the instructions before preparing a work.
. Before undertaking any work, it should be verified that the student has mastered the
vocabulary so that I can follow the instructions.
. Respect their pace and learning style so that they have the opportunity to complete their
work and learning through their own means.
. Promote cooperative work among peers so that they can benefit from the
experiences of other colleagues and thus reinforce their confidence in the execution of their work.
. Reinforce your self-esteem through activities that allow you to experience success suitable for
their needs and skills.
. When verbal instructions are given, ask the student to repeat them to ensure that
she managed to retain them.

. Promote their reflective capacity, encouraging them to systematically review their work and to
detect their mistakes.
. Promote your image, self-esteem, and social relationships within the group.
. Assign responsibilities to stimulate their independence and security.
. Provide a highly structured environment and proper boundary management.
. At the beginning of each lesson, ask review questions about the subject being studied.

. Give the student more time to complete assignments in the classroom.

. Maintain close coordination with parents regarding the work being carried out
your child in the classroom, seeking their collaboration in these adjustments.

. Allow the use of multiplication tables in the classroom process and during the completion of the
test according to educational level.

. Use the whiteboard as much as possible or other audiovisual aids.

. Review the students' work in class in order to point out an error or confusion.

. Do not conduct oral presentation activities with students who have issues with
language.

. Place the student in an appropriate position in the classroom, so that it is easier for them to listen.
lesson when presenting hearing limitations.

. Allow the use of calculator and/or the

 6

. Employ diverse teaching strategies: textbooks, reports, worksheets, work guides,

work in subgroups, concrete material, among others.

Household level:
. Clearly establish routines, limits, and responsibilities.
. Offer a highly structured environment to improve the ability to organize oneself and
follow instructions.
. Limit the use of television and electronic games.
. Promote sporting activities that involve coordinated exercises, such as soccer,
swimming, gymnastics or cycling, (in moderation).
. Involve parents or guardians in workshops provided at the institution.
. Review the material covered in class daily.
. Give positive reinforcement and supervise their work.

QUALIFICATION COMPONENTS
TESTS

Tests can be written, oral, or practical. They are measurement instruments whose purpose
is that the student demonstrates the acquisition of cognitive or motor learning, the mastery of
a skill or the progressive development of an ability. They are of a comprehensive nature and for their
In construction, the objectives and content of the current program for the corresponding level are selected.

Both the written and oral tests must be completed individually. In addition,
these tests and the execution ones must be applied in the presence of a teacher or, if not available,
before the official that the director delegates. The completion of work in the classroom or extracurricular does not
They do not replace, under any circumstances, a test. Short tests must have a formative character.
(Article 26 of the Learning Assessment Regulation 2001:14)

They are understood as specific ordinary tests that the teacher prepares to measure the
level of achievement of objectives and content for a student who is given a curricular adaptation.
the preparation of this test requires some modification in the items and in the instructions themselves that
the difference from the others (change of lyrics; types of items; change in the cognitive level of the
items; Braille language, number of dots among other aspects).

These adjustments include actions in the prioritization of objectives and content, as well as
methodological and evaluative adjustments according to the needs, characteristics, and interests of the
students.

Generally, students tend to be evaluated in the same way and granted

the same time, forgetting about their particular learning styles.
 7

Homogeneous evaluation activities do not consider the specificities of the

students. In this sense, it is necessary to adapt the procedures and instruments of
assessment, adaptations that can be of utmost importance in the case of students with
special educational needs.

According to the characteristics of the student, it is necessary to pay greater attention to

depth level set in the objectives so that they fit the possibilities of the
educating.

These adjustments must be planned prudently and carefully, addressing the

results of the diagnosis presented by the student.

Article 10, subsection "a" of the regulations states: "Curricular adjustments do not
significant will be the responsibility of the educational institution where the student is located,
the following technical evaluation criteria for learning are established:

Corroborate during the test development that the student understands the questions being asked.
they perform.

Systematically observe the student during the development of the activities

proposals, with the purpose of detecting the difficulties that arise during the
the same and make the necessary adjustments to achieve the proposed objectives.

Determine according to the student's educational needs, the type of test (oral, written)
or execution) that best allows them to demonstrate the level of achievement of the objectives that are
they intend to measure.

Identify each part of the test with the type of item it contains and specify the
procedure that the student must follow to answer it. In those cases where it is
It is necessary to repeat the instruction verbally.

Apply more tests, for the purpose of preventing the accumulation of content.
selected to measure.

Reinforce the necessary content with assignments and extra-class practices, according to the
needs for the resolution of the proposed exercises.

At the moment the student submits the completed test, review it and verify that there is
everything has been answered.

Provide a pleasant environment at the time of the test application.

Allow students to raise the questions that come up at the time of

to resolve the assigned tests and tasks.

Allow the student to repeat the instructions after reading or listening to them.
 8
Use vocabulary appropriate to the characteristics and level of the students.

The Evaluation Committees to monitor the curricular adaptations in the

tests may require the teacher to attach a sheet to each student's test
in which the adjustments to be applied are specified when it comes to ordinary tests in
insignificant adjustments.

Present the test clearly and with sufficient space between each item, for
to prevent the student from getting confused.

Reduce the number of objectives to consider in each test, taking into account the
student diagnosis.

Give additional time to complete the test (from 40 to 60 minutes)

Blind or visually impaired students can be placed in a separate facility with

a specialist tutor. In case there is more than one student with those characteristics,
they can be grouped in the same place and with the same tutor.

Deaf students can be placed in a separate room with a specialist tutor. In

in case there are more than one student with those characteristics, they can be grouped
in the same venue and with the same tutor.

Students with hyperactivity should be placed in a separate room, at a ratio of two

students per tutor at most.

Students who may feel blocked by anxiety issues or others.

emotional disturbances in the process of applying the test must be located in
groups of two per venue at most, each group under the supervision of a tutor.

Autistic students should be placed in a separate setting, one for each tutor.
specialist.

The student with motor issues who requires the support of a specialist tutor to
solving the exam, must be placed in a separate room, at the rate of one student per
tutor.

Schedule only one test per day.

Reduce the number of words in the writing according to the student's needs.
 9
REGARDING THE SELECTION AND
ITEM STATEMENT, PROCEEDS

Selection of item type based on student diagnosis and learning objectives

developed in the classroom process.

Reduction of complexity in the item formulation.

Only objective items are considered.

Consider objective items and development ones by modifying the complexity of the latter.

Any adjustment in the writing of the test must correspond to the student's diagnosis.
and the strategies that the teacher addressed and communicated to the parent, as established
in article 15, section d, of the Learning Assessment Regulation.

Be clear that strategies are not generalizable; on the contrary, they respond to the
particularity of each student's diagnosis.

The reduction in the number of points on a test is not relevant, as it affects the
sampling of developed objectives. On the other hand, all summative written tests must have
at least ten additional points compared to the percentage assigned to the test.

The possibility of removing any type of item depends on the special educational need.
Let the student present.

The test should not be divided into several subtests to be applied at different times.
because the act of dividing it implies that the test is very long for the time that
the student has to develop it and intellectually it is exhausting. As far as I know
instead of conducting one test, it is recommended to create two.

CONCEPT

The concept is qualified globally. It is a professional and evaluative judgment issued by the teacher with
regarding the performance and attitude that the student demonstrates during the learning process in
each of the subjects. In this grading, punctuality and attendance should not be considered.

For the assessment of the concept, the teacher will consider the information recorded in the log.
respective according to the student's performance and attitude towards the subject.
Assessment Regulation of Learning. 2001

In order to qualify the concept, special educational needs must be taken into account in the
following criteria:

Students with non-significant adaptation should be graded on the concept in relation.

to his attitude and performance with himself more than with the rest of the group.
 10

The level of achievement of the diagnosis must be taken into account in relation to the level reached.
during the teaching and learning process.

It is important for the teacher to eliminate any preconceived ideas they have about the students.
to achieve a fair valuation.

The global aspects that can be considered in an anecdotal record must be

directly attended to according to special educational needs such as the
overcoming, perseverance, interest, level of performance.

Extracurricular work

Extracurricular work must be consistent with the topics developed in the classroom; its purpose is
that the student reviews or expands on these topics. These tasks are planned by the teacher, or by
this together with the students for to be resolved outside of school hours under their
responsibility will be assigned according to the level being taken, with the selected objectives and
with their personal possibilities.

For your assessment, the application of technically well-developed instruments is required.

example, numeric rating scales, checklists, among others.

The teacher will determine at least four aspects to be evaluated that may be similar in the
different subjects.

In each aspect to be observed, the measurement criterion will be established (it cannot be recorded in
percentages).

The grading of each job will be done using a numerical scale from 1 to 100.

The quantity of extracurricular work is determined by the teacher according to what is established in article 25 of the
Evaluation Regulations, as long as at least two are assigned.

It must be taken into account that the necessary bibliography for the completion of the work must be
accessible to students, according to the options offered by the institution and the community.

In relation to students with non-significant curricular adjustments, the following are determined
criteria for their grading:

The delivery time must be planned in periods because a student who

Due to his special educational needs, he did not submit the extracurricular assignments on the due date.
a reasonable time must be allowed for its delivery.

Extracurricular work should be adjusted considering the time and what the
the student is able to do individually without help.
 11
It is important that the performance of extracurricular work is based on achievements.
obtained from the student in the classroom and not a task that has to be completed by the parent
of family.

In the extra-class work itself, it must be made explicit if it requires collaboration from its
parents or guardians and what type of help they will allow to complete the work.

It is important that the work objectives are written in the instructions and that
the grading scale appears.

Each of the steps that the student must take in their extracurricular work
They must appear in the list of instructions.

In case it is a series of exercises, the teacher should illustrate with

examples of how to carry them out.

It is advisable to send a notice to the parent or the person in charge of the date
of work delivery.

The teacher, when he deems it appropriate, can open spaces for a pre-review of
the different assignments (essays or compositions) when the student requires it.

DAILY WORK

They are all the activities that the student carries out with the support of the teacher. It is in this work where the
The student acquires new knowledge and puts it into practice, which is very important.
that the teacher makes a constant observation of the student's progress and can carry out the
methodology adjustments that allow access to learning.

SOME GUIDELINES FOR NATIONAL TESTS

At the end of the III cycle and Diversified Education, students who have required Adaptations of
Access to the curriculum or Non-Significant Curriculum Adjustments will be evaluated through tests,
that for this purpose, they are designed by the Ministry of Public Education in the Control Division
Quality and National Tests with the necessary adjustments for each specific case according to
its own technical guidelines.

In the document: 'Procedures for the application of the Regulations for access to education'
of students with special educational needs" (1997), published by the Department of
Special Education of the Ministry of Public Education, Article 6 states that the determination and
the application of non-significant curricular adaptations will be the responsibility of the educator, Committee
of Evaluation and Director. The monitoring of these adjustments corresponds to the Evaluation Committee,
as established by the Framework and Technical Guidelines for Evaluation in the system of
Formal Education, article 28, section F.
 12
SUGGESTIONS FOR CURRICULAR ADJUSTMENTS FOR THE
STUDENTS WHO HAVE VISUAL PROBLEMS

□Provide photocopies of the subject summaries that are for the exam.

If necessary, extend the test with a black marker.

Schedule only one test per day.

Use the technique of 'peer tutoring' as support for reading items, texts,
exams, among others.

The organization of the test must be very clear and with a very good spatial distribution of
the questions, leaving enough space between each one in order to facilitate their reading.

Name a tutor (advisor, teacher, or another student) to read the written material to you.
during the tests, if necessary.

Apply, if necessary, the test at another time, requesting the collaboration of

mentor to accompany the student.

Single choice questions must be simple, clear, and each one should be on a separate page.
plus two), this depending on the visual problem.

They can also be recorded on cassette (twice for each item) so the student can go back.
the cassette as many times as I need to listen to the item.

Create your own answer sheet using braille.

Development questions can be asked orally.

Try to make the items short-answer.

Provide additional time on tests, especially if the tests are written in Braille.
 13
CURRICULAR ADJUSTMENTS FOR STUDENTS WITH DISABILITIES
AUDITORY TYPE

The teacher must ensure that the student has understood the instructions before proceeding.
a test or to prepare a project in the classroom.

Allow the use of the dictionary of meanings, antonyms, synonyms, etc., during the
tests.

Reduce the number of words in the writing according to the student's needs.

Provide photocopies of the summaries of the topics for the tests.

METHODOLOGICAL ASPECTS

Take into account the student's hearing problems when assigning work, tasks, and during evaluation.
the special subjects.

Use concrete items, with direct response in the assessments.

If necessary, exempt from the oral evaluation of the foreign language although the student must
continue in lessons and meet all course requirements (assignments, work in
group.)

Consider hearing impairment when grading the development items, the

writings, by virtue of the fact that the person with hearing problems presents a greater
difficulty expressing their ideas in writing because they are learning Spanish as
second language.

If necessary, conduct oral tests.

Allow the presence of a tutor during the tests, if applicable.

Give additional time to the student during tests (the time that is deemed appropriate)
necessary).

When the teacher gives a dictation, it is preferable to use short sentences and wait for a
reasonable time to read it again. Repeat if necessary.

ENGINE PROBLEMS

Provide photocopies of the material that will be on the tests.

Take only one test per day.

 14
Allow the use of technological means for the student to be able to take the tests.
with greater ease.

If necessary, have a tutor to read the test and record the answers for him/her.
student.

Allow the student to take the oral exam if applicable.

LEARNING PROBLEMS

Keep in mind that dictation is a practice of formative assessment.

Evaluate the spelling in the writing allowing the use of the dictionary.

Assign scores to the correctly performed steps in the items of the Science area and
Mathematics, even if the final result is not correct.

Allow additional time for completing the tests.

Conduct oral tests in those subjects where the student has difficulties in.
submit in writing.

Allow the use of tables in Mathematics tests in primary school.

In the tests, use short answer items.

Allow the student to take the tests in a separate room, accompanied by the counselor.
or the teacher of the Resource classroom, in the case of primary school children.

The provided text is a URL link, which cannot be translated.

http://www.mailxmail.com/course/life/curricular-adjustments/chapter11.htm

The provided text is a URL and cannot be translated.

Regulations for the Evaluation of Learning. Ministry of Public Education