Teaching regular classroom educators to do curricular adaptations

Authors

  • Isadora Peresi Ferrari Universidade Federal de São Carlos
  • Carla Ariela Rios Vilaronga Universidade Federal de São Carlos
  • Nassim Chamel Elias Universidade Federal de São Carlos

DOI:

https://doi.org/10.5935/2175-3520.20190020

Keywords:

Curriculum, Educational program evaluation, Teacher education, Special education

Abstract

The present work aimed to evaluate regular classroom teachers’ abilities to adapt activities for curricular adaptation based on a continued education course. To achieve that, a script was created breaking down the hability to perform adaptation into six items: identify the student’s adaptation needs; describe the course’s specific content; describe its goals; describe the activity; describe the strategies used to allow its execution; and point out performance criteria. This logic was designed to enable the measurement of the teachers’ skills before and after the course. There were eight regular classroom teachers from different school subjects with no previous knowledge on curricular adaptation. The course took place weekly during five educators’ meetings. These meetings were divided in pre-course data collection, assessment concepts, assessment proposals organization, adaptation concepts, and after-course data collection. The results indicated that the course was efficient for teachers to learn some curricular adaptation skills according to the targeted students’ needs highlighted by the school, but not enough to develop the complete set of skills in all participants. For example, before the course six out of eight teachers showed less them 50% of the desired skills and, after that, half the group achieved 80% of them. Procedures discussion and limitations are presented.

Author Biographies

Isadora Peresi Ferrari, Universidade Federal de São Carlos

Programa de Pós-graduação em Educação Especial, Departamento de Psicologia, Centro de Educação e Ciências Humanas, Universidade Federal de São Carlos.

Carla Ariela Rios Vilaronga, Universidade Federal de São Carlos

Professor voluntário no Programa de Pós-graduação em Educação Especial da UFSCar, docente do Instituto Federal de são Paulo.

Nassim Chamel Elias, Universidade Federal de São Carlos

Nassim Chamel Elias Professor adjunto do Departamento de Psicologia, Centro de Educação e Ciências Humanas da Universidade Federal de São Carlos.

Published

2019-10-24

Issue

Section

Artigos