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Test Curricular Adaptations
Agenda
QUESTION 1: What characterizes the traditional clinical model of curriculum adaptation?
Unilateral prescription of the expert without consultation with the learner
Co-evaluation process with student rubrics
Universal design for learning mandatory in all cases
Elimination of exams in favor of projects
2nd QUESTION: What is the star tool in the educational coaching approach?
Individualized Reading Plan
Learning Contract
European Language Portfolio
Summative psycho-pedagogical report
QUESTION 3: What kind of adaptations remove barriers without changing content?
Significant adaptations
Methodological adaptations
Access adaptations
Didactic programming
4th QUESTION: What do the methodological adaptations change according to the text?
Prescriptive curriculum objectives
Core content, reducing its demand
Evaluation goals, eliminating standards
The "how" is taught and evaluated, without altering the "what" is learned
QUESTION 5: What effect does a change in focus have on the role of the learner?
Move from passive subject to active agent who is aware of and requests resources
Become a primary evaluator of the curriculum
Assume sole responsibility for designing tests
Waiving supports to demonstrate autonomy
QUESTION 6: What does the Learning Contract state?
Classroom calendars without individual commitments
Student objectives and specific aids committed by the teacher
General school disciplinary rules
Only extending time on tests
7TH QUESTION: What should meaningful adaptations from coaching look like?
Least restrictive, temporary, revisable and oriented to maximum autonomy
Applied only at the request of families
Definitive and standardized for the whole stage
Substitute for regular assessment in all cases
8TH QUESTION: What does the co-responsibility agreement attempt to prevent according to the text?
Transparency in assessment
Teacher accountability
Learner participation in decisions
The feeling of favored treatment, replacing it with a fairness agreement
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