Educational Inclusion with Playful Strategies in Social Studies Curricular Adaptations

Abstract

In this article on “Educational Inclusion with Playful Strategies in Curricular Adaptations of Social Studies” addressed the need to improve the effectiveness of curricular adaptations for students with special abilities in the Educational Unit Zenón Vélez Viteri in Salitre, Ecuador. The research adopted an exploratory and descriptive design with a mixed approach, combining quantitative, qualitative, and phenomenological methods. The target population comprised 27 teachers and 730 students, of whom 6 teachers from the Social Sciences area, one from Student Counseling Department, and 41 students participated in the study. The sample was non-probabilistic and was selected by convenience. Data collection was planned prospectively, using semi-structured interviews and participant observation as techniques. The interview guide and the field diary were used as data collection instruments, with interval scales and Likert scale for measurement. The results indicated that, although the majority of teachers implemented curricular adaptations, the application of recreational strategies varied. The research contributes to the educational field by highlighting the importance of inclusion through playful approaches. These findings offer valuable insights for improving pedagogical practices, fostering a more inclusive and effective educational environment. Furthermore, a greater integration of recreational strategies is suggested to optimize the inclusion and effectiveness of curricular adaptations in the field of Social Studies.