The non-significant curricular adjustments are adjustments in teaching, methodology and evaluation that seek address the individual differences of the student body without modifying the essential objectives of the curriculum. They are primarily aimed at students with learning difficulties, attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD).
The concept of learning disabilities was introduced by Samuel A. Kirk in 1963 and includes conditions such as dyslexia, dysgraphia and dyscalculia. In Costa Rica, The formal implementation of these adjustments began in 1996, with Law 7600, aimed at guaranteeing the equal opportunities for people with disabilities.
These adjustments include strategies such as allowing more time on tests, adapting the environment, segmenting tasks, using visual aids, simplifying language, and varying forms of evaluation.
However, many difficulties observed in students They are not only due to attention problems, but also to difficulties in understanding language. This difference is usually ignoredwhich leads to erroneous interpretations of behaviors such as distraction or indiscipline.
Frequently, the answer to these situations is medication.which can reduce disruptive behaviors, but does not resolve underlying learning difficulties. This shows a lack of comprehensive understanding of the student’s needs.
The problem is worse in national standardized testswhich represent a high percentage of the final grade. In these cases, the adjustments are usually limited to granting more time and administering the test in a separate room, without considering individual needs. This contradicts the principle of attention to diversity, since uniform measures are applied to students with different characteristics.
Although many educational institutions make efforts to adapt the curriculum, they are limited by non-inclusive standardized assessments. Besides, some centers transfer responsibility to the medical fieldinstead of taking it on as an educational challenge.
As a consequence, The number of students who repeat the year increases, they have low self-esteem and they have families who do not find adequate guidance.
In this context, it is concluded that the educational system is failing to respond effectively to the real needs of this student population.
dsangil@ceakcr.com
Dulce Estela San Gil Caballero is an educator and educational psychologist.
