Complete Guide on Curriculum Adjustments and Adaptations in Panama

Introduction to the Procedure Manual of the Ministry of Education of Panama (MEDUCA).

 

Curriculum adjustments and adaptations in Panama are regulated by Executive Decree No. 1 of February 4, 2000 - the Procedure Manual of the Ministry of Education of Panama , which stipulates guidelines to be followed from the educational scenario regarding modifications in learning that can be implemented by the teaching staff, teachers and specialized team for the benefit of diversity within the classrooms.

Upon entering the reading of the Procedure Manual of the Ministry of Education of Panama , there are some terms, concepts and instructions that we would like to raise in this article, so that you can obtain in a systematic and organized way Frequently Asked Questions (FAQ) that will help you master and take into account considerations about this type of regulation in force in our country.

Frequently Asked Questions (FAQ) about Curriculum Adaptations

1. Does the Ministry's Procedure Manual apply only to people with disabilities?

Answer: False. The Ministry of Education's Procedure Manual introduces relevant and inclusive concepts that go beyond the diagnosis of a disability. The Manual incorporates concepts such as common educational needs, individual educational needs, and students with special educational needs.

2. Differences between Common, Individual and Special Educational Needs

Answer:

  1. Common Educational Needs refer to the needs that all students have with respect to the regular curriculum. The Procedure Manual does not elaborate further on this definition, but what can be inferred from this premise is that, for example, at the first-grade level, it is expected that reading skills related to accuracy, speed, and fluency will be an area of difficulty shared by some children at the beginning of the school year. However, it is expected that each student will gradually, progressively, and in stages be able to improve in these areas.

  2. Individual educational needs , according to the Procedure Manual, involve other aspects, which we will cite below:

    • ✅ “Not all children approach the learning objectives established in the curriculum with the same background of experience and prior knowledge.” This means that at any given time in a student's life, whether due to factors such as moving, changing schools, or their learning history, each student may have different interests, levels, and learning paces.

    • ✅ Individual educational needs may involve actions on the part of the teacher, an aspect known as good pedagogical practices , which are actions that every educator takes to respond to diversity.

  3. Special educational needs (SEN) refer to needs that cannot be met by the methods and resources typically used by teachers. Special educational needs involve more complex requirements, which may include learning delays or talents or aptitudes that require enrichment. For students with special educational needs , curricular adaptations or reasonable adjustments are implemented to provide modifications or adaptations to their educational environment.

3. Does a Special Educational Need (SEN) necessarily imply a disability?

Answer: No. It's important to clarify that special educational needs may or may not involve a disability. Some examples of cases that are not disabilities but could be classified as special educational needs are:

  • Outstanding talents or aptitudes that may necessitate access to an enriched curriculum. In these cases, the Ministry of Education, National Directorate of Special Education, Educational Support Service (SAE), Program for Outstanding Aptitudes and Specific Talents, will validate the presence or absence of high ability or outstanding aptitude. This is regulated by Resolution 709 of February 25, 2016 .

  • The Procedure Manual states that “special educational needs also include all students who, at some point in their lives and for various reasons, experience learning difficulties and require special support; these will be considered SEN. In conclusion, any temporary or permanent learning difficulty, regardless of its nature or origin, will be considered an SEN, which may be classified as temporary or permanent, as the case may be.”

4. What are curricular adaptations?

Answer: They are a set of adjustments made to the curriculum so that students with Special Educational Needs (SEN) have the opportunity to achieve educational goals just like the rest of the students.

5. What types of curricular adaptations exist in Panama?

Answer: Curriculum adjustments may be classified as follows:

  • Curriculum adaptation for access: This refers to modifications in the environment, materials, physical spaces, and communication. These modifications can benefit students with motor, visual, and auditory difficulties.

  • Non-significant curriculum adaptation: This type of adaptation prioritizes objectives, content, methodology and teaching organization, timing, and assessment criteria. The curriculum's teaching programs are not modified.

  • Significant curriculum adaptation: involves the elimination of basic objectives in various subjects. The Procedure Manual emphasizes that “to make this type of adjustment, a thorough study is required to objectively assess these adjustments.”

6. Specialists in charge of recommending curricular adjustments

Answer: The Procedure Manual does not specify the professional or specialty responsible for providing recommendations on curricular adjustments or adaptations to be included.

It is natural for this to be a process that involves the participation of several specialists who have the skills and tools to diagnose and promote recommendations tailored to learning topics and related factors: neurodevelopmental disorders, clinical mental health disorders, learning disorders, motor disorders, language disorders, disorders of genetic origin, visual disorders... The above involves a wide range of professionals, which may include: neuropsychology, clinical psychology, psychopedagogy, occupational therapy, speech therapy, pediatric neurology .

7. Relationship between neuropsychological assessments and school accommodations

Answer: From the perspective of neuropsychology , neuropsychological tests can be appropriate for the detection and identification of neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), autism, learning disorders, or intellectual disability.

Similarly, the assessments, by providing a cognitive profile, allow the identification of strengths and areas for improvement, which can be helpful when providing recommendations tailored and individualized to the educational requirements of each client.

8. Do the adaptations apply to public and private schools?

Answer: That's correct. Both public and private schools have the obligation to implement curricular adaptations or adjustments that are objectively determined through an evaluation carried out by a qualified professional in the subject matter.

9. Role of parents in the adaptation process

Answer: As a parent, you also have a highly important and valuable role. Remember that Law 3 of February 1, 2011, establishes "the participation of parents or guardians in the teaching-learning process." Therefore, beyond any necessary adjustments, as a parent it would be wise to monitor academic support, the child's participation in specialized therapies, and consistently follow the recommendations provided by external specialists and the school.

10. Steps to follow after submitting the report to the school

Answer: This will depend on each case, but naturally, if it's a case that requires adjustments or modifications, some form of follow-up between an external professional and the school may be considered, depending on the circumstances. This could include meetings between the parties or written communication with the families' prior consent.

Follow-up between external specialist and school is highly valuable, as it allows for timely adjustments to recommendations according to the circumstances, and feedback from the school can help the external professional adjust or adapt treatment goals - always with the prior consent of the family.

11. Common myths about curriculum adaptations

Answer: Some parents—quite rightly—may have certain insecurities or fears regarding inclusion. It's a good idea to use this opportunity to provide psychoeducation on this topic.

  • Myth: "If my child receives accommodations, they won't learn the same way." Remember that curricular accommodations or adjustments are a right guaranteed by law to equalize learning opportunities and benefit educational diversity. We use the term educational diversity because part of the uniqueness of brains is that each human being has unique characteristics that make them learn in a particular way. Therefore, accommodations are like a prescription that allows teachers and staff to respond specifically to the needs of each student.

  • Myth: "I don't need an evaluation to request accommodations." A specialized evaluation will ensure that recommendations are objective, thus preventing the provision of aid or support that does not align with the student's actual needs.

  • Myth: "I don't need to update the school recommendations." Remember that each person is unique, and as we develop, we experience new needs depending on our stage of development. The Procedure Manual doesn't specify how often re-evaluations and report updates should be available, but it's natural for this to be a recurring process at least every 12-24 months . This isn't a hard and fast rule; it will depend on each case and its circumstances, and there may be variations in the timeframe mentioned.


If you are interested in a neuropsychological evaluation that provides recommendations for school, please feel free to write to us or call us at +507 6535 6362 and we will be happy to assist you.