Hacia un currículum para la diversidad

Abstract

This chapter is organized into two main sections. On the one hand, levels and elements of the curriculum for didactic development from an inclusive perspective, making a journey from the regulations to individual adaptations for students. And, on the other hand, the different didactic models, in order to know and interpret how they define the teaching and learning processes developed in practice, confirming their validity in the functioning of the school system. As a basis for the training of future teachers, knowledge about the theory and practice of the teaching and learning process is essential, which is why issues related to the theoretical bases that justify and guide teaching practice are integrated. According to the didactic model that such a teacher chooses, they will carry out the concretion of the curriculum at different levels, being a fundamental issue when implementing inclusive policies, values, processes and practices in a school.