Training teachers: challenges in front of curriculum adaptation and inclusive education

Abstract

The article is about the permanent training of teachers to guarantee an inclusive and standing education, with equity, according to the III Improvement of the National Education System and its relation with the university´s responsibilities in front of the social needs. Due to that, the objective is to set up some bases of the training teachers' process to make curriculum adaptations to scholars with intellectual disabilities, who studies at General Education. The investigation development was leaded by the dialectic and materialistic general method. As a result, theoretical methods such as, historical and logical analysis, analysis and synthesis, induction and deduction, systematization and the system approach were used; also empirical methods, such as documental analysis, which allowed to state the bases on which the training teachers process is being done for them to do the curriculum adaptations. The article makes integration between theoretical and scientific bases to state the relationship among the training of teachers, the curriculum adaptations and the inclusive education adaptations to scholars with intellectual disabilities.