ADAPT, FIT, DIFFERENTIATE

reflections from the curricular policies for the target audience of Special Education

Abstract

This article aims to investigate how in the set of documents that we are naming as curricular policies, especially five curricular texts created after the National Special Education Policy in the perspective of Inclusive Education, in 2008, have been showing curricular movements such as adaptation, adaptation or curricular differentiation as ways of including the target audience of Special Education. The methodological development of this work took place through documentary research, investigating some of the political texts that refer to these movements and that advocate the defense of a certain term as an inclusion process. This research was part of the project entitled “Schooling of students with intellectual disabilities: public policies, cognitive processes and learning assessment” which sought to investigate the forms of schooling of students with intellectual disabilities inserted in the regular classroom and in Specialized Educational Services. This discussion, therefore, is a deepening of the curriculum issues present in the project. The analysis of the curricular policies carried out in this article identified that there is little evidence of curricular movements of adaptation, flexibility and / or curricular differentiation as possibilities for the inclusion of students targeting Special Education. According to the attentive reading, through the researched curriculum policies, the types of curricular movements considered here are not represented as effective forms of possibility of pedagogical work for the target audience of Special Education.