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Curricular adaptations based on
Information and Communication
Technologies for students with special
educational needs
Adaptaciones curriculares con base en las Tecnologías
de Información y Comunicación para estudiantes con
necesidades educativas especiales
Erika Nathalia Montenegro Huera
*
Ember Geovanny Zumba Novay
*
Ana Lucía Tacan Meneses
*
Ruth Carolina Ibarra Villacrés
*
Abstract
The objective of the research was to design curricular adaptations
based on Information and Communication Technologies for students
with special educational needs. It was carried out in the Educational
Unit of the Provincial Council of Carchi, Ecuador, with a qualitative,
descriptive, transversal and field methodology. An interview was
conducted with eight elementary school teachers and a
representative of the Student Counseling Department to determine
the special educational needs of a study group of 60 students, as well
as the relevance of curricular planning. The findings identified
several deficiencies in 16 students such as difficulty in Mathematics,
reading and writing problems, behavioral disorders, autism and mild
intellectual disability. In addition, it was evidenced that there is no
* Engineer. Teacher in Education. Carchi Provincial
Council Educational Unit
erika.montenegro@educacion.gob.ec
https://orcid.org/0009-0009-9721-8121
* Master's degree. Researcher at Escuela Superior
Politécnica de Chimborazo (ESPOCH).
ezumba@espoch.edu.ec
https://orcid.org/0000-0002-2121-8418
* Master's Degree. Teacher in Education at the Tulcán
Educational Unit.
ana.tacan@educacion.gob.ec
https://orcid.org/0000-0003-3942-9798
* Bachelor's Degree. Teacher in Education, Educational
Unit Vicente Rocafuerte.
ellysibarra95@gmail.com
https://orcid.org/0009-0001-3158-1739
Article
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relevance in the didactic planning that includes curricular
adaptations related to special educational needs. Based on this,
digital tools and strategies for students with special educational
needs are proposed in order to strengthen pedagogical practice and
contribute to learning, inclusion and development of skills in these
students. This study emphasizes that curricular adaptations for
special educational needs are an alternative for priority attention to
students with various limitations.
Keywords: Curricular adaptations, Information and Communication
Technologies, Special Educational Needs, Digital Tools, Educational
Inclusion.
.
Resumen
La investigación tuvo como objetivo diseñar adaptaciones
curriculares con base en las Tecnologías de Información y
Comunicación, para estudiantes con necesidades educativas
especiales. Fue realizado en la Unidad Educativa Consejo Provincial
del Carchi, Ecuador, con una metodología de enfoque cualitativo, de
tipo descriptivo, transversal y de campo. Se aplicó una entrevista a
ocho docentes de Básica Elemental y a un representante del
Departamento de Consejería Estudiantil, para determinar las
necesidades educativas especiales en un grupo de estudio de 60
estudiantes, así como la pertinencia de las planificaciones
curriculares. Los hallazgos identificaron varias deficiencias en 16
estudiantes como la dificultad en la asignatura de Matemáticas,
problemas de lectoescritura, trastornos de conducta, autismo y
discapacidad intelectual leve. Además, se evidenció que no existe
pertinencia en las planificaciones didácticas que incluyan
adaptaciones curriculares relacionadas con necesidades educativas
especiales. En base a ello, se proponen herramientas digitales y
estrategias para alumnos con necesidades educativas especiales con
la finalidad de fortalecer la práctica pedagógica y contribuir con el
aprendizaje, inclusión y desarrollo de habilidades en estos
estudiantes. Este estudio enfatiza que las adaptaciones curriculares
para necesidades educativas especiales son una alternativa para la
atención prioritaria a los estudiantes con diversas limitaciones.
Palabras clave: Adaptaciones curriculares, Tecnologías de Información
y Comunicación, Necesidades Educativas Especiales, Herramientas
Digitales, Inclusión Educativa.
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Introduction
Nowadays, the vertiginous advance of Information and
Communication Technologies (ICT) has significantly transformed
various aspects of our society, and the educational field is no
exception. In this context, the importance of incorporating ICT-
based curricular adaptations for students with special educational
needs (SEN) has become evident, recognizing the diversity of
learning styles and the different abilities of students (López and
Valenzuela, 2015) (Ponce, 2016) (Bedoya and Moreno, 2019)
(Jiménez & Campoverde, 2020).. These adaptations not only seek to
provide equitable access to education, but also to enhance learning
opportunities, foster inclusion, and prepare students to face the
challenges of an increasingly digitized society (Clavijo et al., 2020)..
The integration of ICT in the design of curricular adaptations has
opened up a range of possibilities to personalize teaching, address
the specific needs of each student and promote an inclusive
educational environment (Colás et al., 2019). From the
implementation of accessible digital tools to the creation of
multimedia resources, ICT-based adaptations seek to transcend
traditional barriers and provide meaningful learning experiences
(Chávez, et al., 2018)..
ICT-based curricular adaptations are not only limited to
technological accommodations, but also encompass innovative
pedagogical strategies that leverage the potential of digital tools to
improve the participation, engagement, and academic performance
of students with SEN (Luz, 2018) (Poveda-Pineda et al., 2020)..
From content personalization to the implementation of collaborative
platforms, this approach seeks to take full advantage of the
transformative power of technology for inclusive education (de la
Torre and Domínguez, 2012). (Aguirre et al., 2015)..
This study proposes curricular adaptations based on ICT for students
with SEN belonging to Elementary Education of the Carchi
Provincial Council Educational Unit, in the city of Tulcán, Ecuador.
Specifically, we identify the students' SEN, describe the relevance
of the curricular adaptations implemented for students with SEN in
the teachers' didactic planning, and finally, we propose a range of
digital tools and strategies to support educators in the
implementation of these curricular adaptations.
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Materials and methods
Description of the study area and study group
The research was carried out in the Educational Unit "Consejo
Provincial del Carchi" in the canton of Tulcán, Ecuador. It is
currently part of Zone 1, Educational District 04D01. It is made up
of 850 students, 49 teachers, three administrative staff, two support
personnel from the Student Counseling Department, and two service
personnel. (Carchi Provincial Council Educational Unit, 2020).
Research approach and type of research
It was framed in a qualitative approach because it was necessary to
collect information about the students who present SEN of
elementary basic education in the Educational Unit. The type of
research was descriptive because it details the functioning of the
variables and categories involved, in addition to the fact that an
analysis of curricular planning was carried out according to the
curricular level. Finally, it is a field research, because the
information was collected directly with the teachers who attend the
students with SEN of the Educational Unit.
Research technique
An interview was conducted with eight Elementary Basic Education
teachers of second, third and fourth grade, as well as with the
coordinator of the Student Counseling Department (DECE), in order
to determine the SEN in a group of 60 students. In addition, the
relevance of the curricular plans was analyzed in order to know the
perspectives and opinions on the topic of the research.
Research phases
Phase 1: Students' Elementary Education Special Education Needs
The interview technique was applied by means of a script of open-
ended questions addressed to 89 classroom teachers and the
institution's DECE representative. A differentiated instrument
adapted to the interviewees was applied, i.e., one model for the
teachers and another for the DECE coordinator. In addition, a
grouping by categories of each of the responses was used, using the
MAXQDA system, which is a software to manage and analyze
qualitative information for each established category.
Phase 2: Relevance in the teaching didactic plans of the curricular
adaptations implemented for the attention of students with SEN.
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A detailed review of the curricular plans of three elementary school
teachers was carried out, using the technique of content analysis
through an instrument known as analysis or evaluation matrix. In this
way, the strategies used by the teachers and their respective
relevance to educational inclusion were determined.
Phase 3: ICT-based curricular adaptations for SEN students
With the results of Phases 1 and 2, a range of tools and strategies
were proposed to support educators in the implementation of these
curricular adaptations.
Bioethical considerations
The research was developed considering the bioethical principles
contemplated in the Organic Law of Intercultural Education (LOEI)
supported in its Art. 4 and Art. 6. In addition, this research was
carried out with the explicit authorization of the educational
authorities of the Educational Unit, the classroom teachers and the
Student Counseling Department.
Results
Phase 1: SEN of the students
Table 1. Identification of SEN in students
Category
Analysis
SEN in the
classroom
Sixteen students with special educational needs were
identified in the elementary cycle, from 2nd year to 4th year of
basic education, with different characteristics and conditions,
among them: autism, literacy learning disorder, difficulty with
mathematics, behavioral disorder such as hyperactivity and
also mild intellectual disability. Most of the teachers expressed
that they were able to identify the special educational needs of
the students through daily work in class, as well as through
dialogue and communication with parents.
Attention to
SEN in the
classroom
The attention is personalized by teachers for children with
special educational needs associated and not associated with a
disability, providing support with the use of materials, guiding
in each of the stages of the methodological process and with
the pedagogical accompaniment. Inclusive education not only
involves the integration of students to schooling, it also favors
the development of tools that help in the teaching-learning
processes, therefore several strategies are used such as: group
work, games, dynamics, readings of awareness towards
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inclusion, generation of leadership to support and collaborate
in class work.
The
methodology
of Curricular
Adaptations
and its scope in
learning
achievements.
One of the strategies to reach students with Special
Educational Needs has been the use of concrete material
(images, photos, clippings, magazines, cards), teachers know
the right way for children to learn, through the application of
didactic and innovative strategies, which not only are liked by
the student, but also help to focus attention, development of
thinking, analysis, language development and stimulates
creativity.
It was identified that most of the Curricular Adaptations
applied are grade 1 or 2, with a decrease in the degree of
difficulty of the performance skill to be developed in class,
thus obtaining an expected level of performance; however, the
collaborative work of parents is key to reinforce the activities
in class and thus contribute to effective learning.
Use of ICTs
and SAD
Teachers are willing to implement new technologies; they
consider the use of these tools important and necessary, as long
as there are complete resources (computers-internet); the
adequate use of ICTs depends on this. There is evidence of the
need to improve pedagogical practice as an opportunity to
learn, applying new technologies.
Table 2. Interview with the DECE coordinator
Category
Analysis
Actions developed
by DECE
The DECE is responsible for the first intervention with the
parent for referral to the ADAI Department (District
Inclusion Support Unit) and subsequently refers to the
Ministry of Public Health. This is the process to be
followed for the identification and assessment of an
educational need. According to the medical reports,
planning is adapted according to the learning difficulty
presented by the student.
Recommendations
to teachers for
meeting the needs
of teachers in the
following areas
Educational.
The recommendations are based on the analysis of the
reality of the student with SEN. It is suggested to the
teacher to adapt appropriately according to the medical
report with the corresponding methodology. The disability
card is an important document to identify certain
educational needs, however, parents avoid obtaining this
identification, without realizing that it has many benefits,
so that children are part of the vulnerable group and are
treated as a priority. In addition, they recommend parents
to recognize from an early age different traits or attitudes
in their children, to go quickly to the respective health
agencies.
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Curricular
Adaptations
Curricular adaptations are modifications of the planning,
which are applied according to the educational need, these
are an important resource to achieve learning. The
Universal Design for Learning is a methodological
instrument that integrates teaching strategies for the class
group in general.
Implementation of
technological tools
The implementation of new technologies is necessary for
the development of education, innovating with creative
tools that enable meaningful learning.
Phase 2. Relevance of the curricular adaptations in the teaching
didactic plans.
The Evaluation Matrix was used, which was applied in the planning
of each basic year (Table 3-5). This instrument consisted of
reviewing the curricular plans, with the objective of describing the
pertinence of the curricular adaptations implemented for the
attention of students with SEN in the teachers' didactic plans.
Teaching Planning Evaluation Matrix 2nd Year General Basic Education
N
Evaluation criteria
Description of the
criterion assessed
1
The didactic plans present
curricular adaptations made by the
teacher.
No curricular adaptations
were observed.
2
The adapted strategies correspond
to the educational needs presented by
the children.
students
There is no correspondence
between the adapted
strategies and the children's
conditions.
3
The planning examined includes
the innovative element in the
didactic curricular adaptations.
It does not include
innovative elements that
motivate the interest of
children with SEN.
4
Clarity and precision are observed
in the strategies adapted by the
teacher.
There are no adapted
strategies.
5
The Institution promotes
educational inclusion and supports
didactic planning for children with
SEN.
There are no curricular
adaptations, however, there
are 6 students with
different special
educational needs in this
school year.
6
There is a direct link between the
teacher's lesson plans and the lesson
plan for students with SEN.
It does not exist.
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Table 4. Teaching Planning Evaluation Matrix 3rd Year of Basic
Education
N
Evaluation criteria
Description of the criterion assessed
1
The didactic plans
present curricular
adaptations made by the
teacher.
Curricular adaptations with deficiencies were
observed.
2
The adapted strategies
correspond to the
educational needs
presented by the
children.
Students
There is no correspondence between the
adapted strategies and the children's
conditions.
3
The planning examined
includes the innovative
element in the didactic
curricular adaptations.
It does not include innovative elements that
motivate the interest of children with SEN.
4
Clarity and precision are
observed in the
strategies adapted by the
teacher.
No, they are repetitive, mechanical and
inaccurate.
5
The Institution promotes
educational inclusion
and supports didactic
planning for children
with SEN.
It is observed that the planning is evaluated by
the coordinator and the academic board,
however, there are no observations or
orientations to the teacher.
6
There is a direct link
between the teacher's
lesson plans and the
lesson plan for students
with SEN.
There is a link in terms of content and
objective, however, the evaluative activities
do not respond to the achievements and
competencies, but rather emphasize
weaknesses.
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Teaching Planning Evaluation Matrix for 4th Year of Elementary
Education
Evaluation criteria
Description of the criterion
assessed
1
The didactic plans
present curricular
adaptations made by
the teacher.
Few curricular adaptations with
deficiencies were observed.
2
The adapted strategies
correspond to the
educational needs
presented by the
children.
Students
There is little correspondence,
because it tailors the material to
reach the student with needs.
3
The planning
examined includes the
innovative element in
the didactic curricular
adaptations.
It does not include innovative
elements that motivate the interest of
children with SEN.
4
Clarity and precision
are observed in the
strategies adapted by
the teacher.
No, they are monotonous and
inaccurate.
5
The Institution
promotes educational
inclusion and supports
didactic planning for
children with SEN.
It is observed that the planning is
evaluated by the coordinator and the
academic board, however, there are
no observations or orientations to the
teacher.
6
There is a direct link
between the teacher's
lesson plans and the
lesson plan for students
with SEN.
There is a link in terms of content
and objective, however, the
evaluative activities do not respond
to the achievements and
competencies, but rather emphasize
weaknesses.
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Phase 3. Propose ICT-based curricular adaptations for students with
SEN.
In this phase, digital tools and curricular adaptation strategies in
elementary basic education were proposed for the educational
attention of students with special needs. This proposal presents the
most effective and appropriate digital tools to support the learning
process of this group of students. It focuses on providing accessible,
inclusive and adapted options to the diverse needs of students with
physical, cognitive, sensory and developmental disabilities. Figure 1
presents various digital tools that can be used by students with SEN
to support their learning process.
Figure 1. Digital tools to support research and curricular adaptations
Herramientas digitales
Internet y recursos en línea
Redes sociales (Tiktok)
Plataformas de aprendizaje en
línea (Canvas)
Bibliotecas digitales
(Research4Life)
Motores de búsqueda y
enciclopedias digitales (ISEEK)
Computadoras y dispositivos
móviles
Herramientas de traducción (IBM
Translaator)
Aplicaciones de organización y
planificación (Wunderlist)
Programas de reconocimiento de
voz (Braina)
Software de lectura y escritura
(Walinwa)
Herramientas de comunicación
Mensajería instantánea
(Telegram)
Video conferencas y clases
virtuales (Hangout)
Foros y espacios de discusión en
línea (Discourse)
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The ICT-based curriculum adaptation (Figure 2) sought to optimize
the teaching and learning process, emphasizing personalization,
assessment and feedback, collaboration and teamwork, organization
and planning, in order to meet the diverse needs and learning styles
of students.
Figure 2. Curricular adaptation strategies based on ICTs
The creation of accessible digital resources is essential to ensure that
technology and information are available to all, contributing to a
more equitable and enriching educational and social environment.
Estrategias de
adaptación
Personalización de
contenidos y
actividades
Creación de recursos
digitales accesibles
Adaptación de
materiales digitales
existentes
Uso de herramientas
de gamificación
Evaluación y
retroalimentación
Herramientas de
evaluación en línea
Retroalimentación
diferenciada y
adaptada
Colaboración y
trabajo en equipo
Plataformas
colaborativas en línea
Herramientas de
edición y cocreación
de documentos
Organización y
planificación
Calendarios digitales y
recordatorios
Aplicaciones de
gestión de tareas
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Adapting existing digital materials is crucial to create a flexible,
inclusive and efficient educational environment that caters to the
diverse needs of students and promotes meaningful learning.
The use of gamification tools brings playful elements to the
educational process, improving motivation, engagement and
learning. By making educational experiences more interactive and
entertaining, a positive impact on student engagement and
performance can be achieved.
Online assessment tools offer a number of benefits, from flexibility
and accessibility to speedy feedback and the ability to customize and
improve the assessment process.
Differentiated and tailored feedback is crucial to the personalization
of learning, continuous improvement, and the creation of an
inclusive and equitable educational environment. It provides
students with the specific guidance they need to advance their
learning in an effective and meaningful way.
Online collaborative platforms are key to improving communication,
efficiency and creativity in a variety of environments, from
education to business. They facilitate effective collaboration,
enabling people to work together more smoothly and productively.
Document editing and co-creation tools are essential for efficient and
effective collaboration in educational and professional
environments. They facilitate communication, improve productivity
and enable teams to work more smoothly, even when they are
dispersed.
Digital calendars and reminders are essential tools for time
management, personal and professional organization, and improving
efficiency in completing tasks. They provide an effective way to stay
on top of commitments and ensure more effective planning in daily
life.
Task management applications are essential tools for personal and
professional planning and organization. They help improve
productivity, efficiency and satisfaction by providing a structured
approach to tackling tasks and projects.
Discussion
The purpose of this research was to design curricular adaptations
based on ICT for students with special educational needs in
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elementary school of the Educational Unit "Consejo Provincial del
Carchi" in the city of Tulcán; for this it was necessary to first identify
the special educational needs in elementary education, i.e. from 2nd
year to 4th year of General Basic Education. In addition, factors
associated to the existing problems with learning difficulties were
identified, such as social, pedagogical and emotional factors.
From the results obtained there are 16 children with various SEN,
including difficulty in the subject of mathematics, literacy problems,
behavioral disorders, autism and mild intellectual disability. These
results, which reveal diverse deficiencies in students with SEN, are
aligned with recent research that has addressed the specific
challenges faced by this demographic group. The identification of
difficulties in key areas such as Mathematics (Suárez et al.,
2022)literacy (Álvarez and López, 2021), and the presence of
behavioral disorders (Álvarez and López, 2021). and the presence of
behavioral disorders (Arroyo and Toro-Mayorga, 2021)autism
(Zaragoza et al., 2023) and mild intellectual disability (Armas-Alba
and Alonso-Rodríguez, 2022)(Armas-Alba and Alonso-Rodríguez,
2022), coincides with trends observed in other international research.
Similar studies have consistently highlighted the importance of
addressing difficulties in Mathematics, as this subject can represent
a significant challenge for students with diverse educational needs
(Gárate, 2023). Curricular strategies and adaptations designed to
improve performance in this area can directly benefit the students
identified in the present study. The findings of Novay et al.
(2023)highlights that multimedia environments for the subject of
Mathematics enable the diversification of activities, adjusting to the
demands and learning needs of students. Likewise, the
implementation of didactic strategies facilitates the promotion of
educational games and work collaboration.
The presence of literacy problems has also been a recurring theme in
the academic literature related to special educational needs. As
mentioned by Rubio et al. (2023)an understanding of these
challenges is essential to develop pedagogical approaches and
specific curricular adaptations that address difficulties in the
acquisition of reading and writing skills.
The inclusion of conduct disorders, autism, and mild intellectual
disability as areas of impairment identified in this study reflects the
diversity of needs within the group studied. Previous research has
highlighted the importance of adapting teaching strategies and
interventions to address the particularities associated with these
disorders (Avaria, 2022) (Marí et al., 2022) (Sanz-Cervera et al.,
2018).. A prominent aspect is the lack of relevance in curricular
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planning, a finding that adds to the growing evidence highlighting
the need to review and adapt educational practices to meet the
specific demands of students with SEN (González-Benito, 2018)
(Berrios et al., 2020).
Regarding the relevance in the teaching didactic planning of
curricular adaptations for students with SEN, there is little relevance
at the time of planning, since the lesson plans are made for all the
children in the class, differentiating only with the degree of
difficulty, and in the evaluation process, reference is made with
images. With this, it can be determined that curricular adaptations
are planned simply and not technically, indicating what degree of
adaptation is necessary for a given case.
The finding of a lack of relevance in didactic planning that should
include curricular adaptations to address SEN highlights a critical
challenge in addressing diversity in the educational context. The
findings are aligned with recent studies that have explored the
implementation and effectiveness of curricular adaptations in
inclusive educational settings (Paz-Maldonado, 2020) (Paz-
Maldonado et al., 2022). (Saltos et al., 2023). .
Previous research has pointed out the importance of didactic
planning focused on the diversity of students, especially those with
SEN. The lack of relevance in curricular planning can be attributed
to several reasons, including the lack of adequate training for
teachers in the implementation of inclusive and adaptive strategies
(Okyere et al., 2019). (Engelbrecht, 2020).
Several studies have shown that, despite inclusion-oriented
pedagogical policies and approaches, the gap between theory and
practice persists (Quitián-Bernal et al., 2020). (Quitián-Bernal et al.,
2020). (Børte et al., 2023).. Lack of specific training and lack of
adaptive resources may contribute to the lack of relevance in didactic
planning (Bartolomé et al., 2018). (Muñoz et al., 2022).. Teacher
training in inclusive strategies and access to adapted materials are
crucial factors in closing this gap.
In addition, it is necessary to consider the need for a holistic
approach to curriculum planning that goes beyond the simple
incorporation of superficial adjustments. Effective curriculum
adaptation involves a thorough understanding of the individual needs
of students and the implementation of pedagogical strategies that
encourage their participation and academic success.
The lack of relevance in curricular planning may also indicate the
need for a cultural change in educational institutions as emphasized
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by Melo (2021)promoting an inclusive mentality and valuing
diversity as an asset in the educational process. Collaboration
between teachers, inclusive education specialists and other
professionals can play a key role in the design of curricular plans that
effectively address SEN.
On the other hand, the proposal to use digital tools and specific
strategies for students with SEN reflects a growing trend in the
educational literature that advocates for the effective integration of
technology to enhance inclusion and adaptive learning. This
approach aligns with several recent studies that explore the
transformative potential of ICT in the inclusive educational setting.
The application of digital tools such as the Internet and online
resources, computers and mobile devices, and communication tools
highlights the importance of leveraging the accessibility and
versatility of technology to accommodate the diverse needs of
learners (Hennessy et al., 2022).. These tools can provide
personalized content, access to specialized resources, and encourage
the participation of students with SEN (Cheng & Lai, 2020). As
mentioned by Novay and Chacin (2022).the fundamental skills that
have been cultivated in students, especially in higher education, is
the ability to access information, manage it efficiently, use the
Internet and cope in virtual environments.
The adaptation strategy focused on creating digital resources and
adapting digital materials is consistent with research that highlights
the ability to customize educational content to meet individual
learner needs (Xie et al., 2019). Adapting digital materials can
include modifying formats, incorporating multimedia, and
presenting information in a more accessible way, which contributes
to more meaningful learning.
The inclusion of gamification tools in the proposal is especially
relevant, as gamification has proven to be effective in motivating and
engaging students, including those with SEN. Gamification can turn
the learning process into a more interactive experience, increasing
participation and facilitating the understanding of concepts
(Alsawaier, 2018). Additional strategies, such as the use of online
assessment tools, differentiated and tailored feedback, online
collaborative platforms, document editing and co-creation tools,
digital calendars and reminders, as well as task management
applications, complement the proposal by addressing various
dimensions of the educational process (Castro, 2019). The
implementation of these strategies can improve efficiency,
participation and individualized support for students with SEN.
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The proposal aligned with the use of digital tools and specific
strategies highlights the potential of technology to level the
educational playing field and provide more inclusive and
personalized learning experiences. These findings are consistent
with the growing evidence that technology can be a significant
catalyst for improving the quality of education, especially for those
with special educational needs.
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