Treatment of the curriculum and diversity*

Abstract

There is some educational and bureaucratic terminology (adapted curriculum, diversity, etc ...) which is associated with boring and useless tasks that teachers do more for a bureaucratic reason rather than as a resource which can be used f in other future lessons. This article will search for a balance between the curriculum, the student and their way of learning. When we speak of education in complex contexts, we think of very different situations with students from many profiles. In best cases, some of these students are labeled with the name of NEE, compensation education, or similar, as if such labels would help us solve the problem and so we had finally found the solution to their learning problems. Most reports are of general content, and talk about vague concepts which could be applied to any students. The individual disappears. And finally, teacher wanders the same old question: “Ok, but tomorrow what shall I do with my students in class?".

* [The original of this article was published in the magazine Àmbits de Psicopedagogia núm 34, winter 2012]