Inclusive education and curriculum adaptations: strategies for school equity

Abstract

Introduction
The article analyzed the importance of ensuring inclusive, quality education for students with special educational needs (SEN), emphasizing the need to value diversity in teaching and learning processes. It was highlighted that Argentine legislation, in line with international frameworks, supported this right by establishing measures to ensure equal access, treatment, and outcomes in schools.
Development
It was explained that educational inclusion was not limited solely to access for students with disabilities to mainstream schools, but also involved the elimination of barriers that restricted the participation and learning of all students. The classification of SEN as permanent and temporary was explained, as well as that of Specific Learning Difficulties (SLD), which included dyslexia, dysgraphia, dysorthography, and dyscalculia. The analysis also addressed the role of curricular adaptations, distinguishing between access adaptations, non-significant adaptations, significant adaptations, and individualized adaptations as strategies for responding to the particular needs of each student. Likewise, the relevance of provincial and national programs that promoted teacher training and the design of inclusive projects as fundamental tools for transforming educational institutions was highlighted