Bibliographic citations
Ramirez, P., (2019). Adaptaciones curriculares en aulas inclusivas: un estudio comparativo entre instituciones educativas particulares católicas y laicas de educación primaria de la ciudad de Lima [Tesis, Universidad Femenina del Sagrado Corazón]. http://hdl.handle.net/20.500.11955/670
Ramirez, P., Adaptaciones curriculares en aulas inclusivas: un estudio comparativo entre instituciones educativas particulares católicas y laicas de educación primaria de la ciudad de Lima [Tesis]. PE: Universidad Femenina del Sagrado Corazón; 2019. http://hdl.handle.net/20.500.11955/670
@mastersthesis{renati/225004,
title = "Adaptaciones curriculares en aulas inclusivas: un estudio comparativo entre instituciones educativas particulares católicas y laicas de educación primaria de la ciudad de Lima",
author = "Ramirez Talledo, Patricia Milagros",
publisher = "Universidad Femenina del Sagrado Corazón",
year = "2019"
}
This research aims to compare the curricular adaptations that teachers make in inclusive classrooms of private Catholic educational institutions and lay educational institutions of primary in the city of Lima. The sample is composed of 119 teachers. This research is descriptive, basic type and comparative descriptive design. For the data collection it was used the Questionnaire Inclusive Practices in Private Educational Institutions. The result show that Lay institutions are more effective to the curricular adaptations than catholic institutions, concluding that lay institutions teachers make a better curricular implementation, use specific resources for learning, greater participation opportunities for all and respect for the different ways to learn. In both types of institutions are not differences in the curricular adaptations in terms of the support between professionals or in the foresight in the curricular planning. As well there are no significant differences in curricular adaptations according to the age of teachers, but teachers with less than 4 years of service and those who have inclusive students provide more opportunities for participation for everyone. Finally, teachers with less years of experience in inclusion make appropriate curricular adaptations in three dimensions of the approach.
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