CURRICULAR ADAPTATIONS IN THE AUTONOMOUS LEARNING OF STUDENTS WITH SEN ASSOCIATED WITH DISABILITY IN DISTANCE HIGHER EDUCATION

Abstract

Distance higher education faces the challenge of ensuring inclusive learning processes for students with specific educational needs associated with disabilities. Within this framework, curricular adaptations and their relationship to independent learning are analyzed.

The study adopted a mixed-methods approach with a non-experimental, cross-sectional, and analytical design. A literature review on curricular adaptations and independent learning was conducted, and a structured questionnaire with a Likert scale and open-ended questions was administered to faculty members of the Distance and Online Education Unit at the National University of Loja. The instrument was validated through expert review.

The results show that the institutional framework supports the implementation of minor curricular adaptations in independent learning, applied by faculty through structured guides, accessible materials, asynchronous feedback, and clear evaluation criteria. The integration of documentary and empirical findings reveals a relationship between these practices and strengthened academic organization, self-regulation, and active participation in virtual learning environments.

 It is concluded that curricular adaptations strengthen independent learning; however, their effectiveness depends on systematic implementation aligned with institutional inclusion guidelines. Furthermore, there is a clear need for pedagogical guidelines, manuals, and orientations to support the planning, implementation, and follow-up of these adaptations for students with disabilities in distance education programs.