Abstract
Curricular adaptations mean what, how and when to teach as well as what, how and when to be evaluated. Adaptations, therefore, have an effect on curricular aims, contents, method and evaluation. Even though functioning autonomously, the curricular adaptation of one of all these factors necessarily means modifying the others. The model to be presented takes into account that any decision having an effect on one factor will influence alt of them.
It is possible to carry out some structural and more less constant adaptations at different levels in order to adapt the curriculum to a faster rate of learning. Obviously, the faster the learning is, the deeper the adaptation must be. However, when the learning rate is more standardized, the appropriate modifications can be introduced by any teacher capable of noticing diversity among his/her students. Significant curricular adaptations, however are those which involve very deep changes concerning aims and content, and they also imply modifying emanation criteria.
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