Curricular adaptation and reasonable adjustments for educational inclusion at the university level

Abstract

This research describes the implementation of curricular adaptations and reasonable adjustments for educational inclusion at the university level in the city of Caacupé. The methodology used corresponds to a non-experimental design, with a qualitative approach, and the data collection techniques were the semi-structured interview and documentary analysis. The participants of this study were coordinators and university professors of two educational institutions corresponding to the third level of the Paraguayan educational system: higher education. It should be noted that documents from the universities in question were also analyzed and the thematic analysis technique was used for data processing. The main findings show that the two public and private universities of Caacupé implement the adaptations and adjustments in an incipient way. University professors recognize that they are immersed in the process of attention to diversity, that there are regulations that guide the process, that the adaptations Access, that is, infrastructure, are the most applied, but these elements are still insufficient. They maintain that in order to achieve a quality higher education that meets local and international requirements, the inclusive approach must be a fundamental axis through the various adaptations or adjustments, but explicit evidence of the process is not seen in teaching planning.