Adaptaciones Curriculares en TDAH en estudiantes de sexto grado “B”, de la Escuela de Educación Básica Particular San Francisco Javier, período 2023-2024

Attention Deficit Hyperactivity Disorder (ADHD) is classified as a neurodevelopmental disorder, whose main characteristics are the deficit of attention, disorganisation and hyperactivity-impulsivity, which negatively affects the educational and personal process of the student. Therefore, curricular adaptations arise as a response to address inclusion, these adaptations mean modifications of objectives, strategies, methodologies and evaluations to the educational curriculum. Consequently, the main objective of the present paper was to analyse the curricular adaptations for ADHD in sixth grade ‘B’ students from the private primary school San Francisco Javier during the period 2023-2024. To analyse the variables, we used the qualitative methodological approach, the non-experimental design and the scientific, inductive, analytical, synthetic and descriptive methods; the data collection techniques used were the interview and observation, whose instruments are: the interview guide and the observation sheet respectively. The sample population comprised 17 students and 9 teachers from the aforementioned private school. The results evidenced that the teacher’s knowledge about the characteristics of curricular adaptations was deficient, only few of them were present in her lesson plans and what is more, some of the most important ones, which are strictly necessary for an excellent inclusion, were missing. In addition, the teacher also evidenced a low level of knowledge regarding ADHD, and even a lack of detailed recognition of the ADHD typologies (deficit of attention, hyperactivity and impulsivity), which limits the effectiveness of the specific strategies in the curricular adaptations. In conclusion, curricular adaptations are important to guarantee an effective and inclusive education, where students with ADHD can equally participate in the learning process with their peers, but factors such as lack of theoretical and practical knowledge, lack of resources and time, end up limiting the application of curricular adaptations.

• 第一著者: Acaro Curipoma, Andy Alexander (author)
• フォーマット: bachelorThesis
• 言語: spa
• 出版事項: 2024
• 主題: TIPO DE ADAPTACIONES; INCLUSION; ESTRATEGIAS PEDAGOGICAS
• オンライン･アクセス: https://dspace.unl.edu.ec/jspui/handle/123456789/31033