Technical Report · January 007 citations reads 319,609 author: Some of the authors of this publication are also working on these related projects

social function. 
This means that the learning certification and the 
students’ selection must give room to the 
pedagogic function 
of the
 
process analysis, as well as 
the detection of obstacles, or learning problems. 
3.8. Paying attention to diversity 
 
 
Diversity in the classrooms is an unquestionable fact that requires developing 
measures to address diversity. There are three levels of curriculum adaptation: 

Access level. 
Modifications about materials, resources and spaces will be 
implemented. 

Non important level. 
Non prescriptive curricular aspects could be modified such 
as methodological aspects or assessment tools. 

Important level.
Prescriptive curricular elements are to be modified such as goals 
setting, contents or assessment criteria. 

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Therefore, the didactic unit must be designed adopting components (time, 
materials, work situation, activities, goals, contents…) to the students’ characteristics and 
necessities. The changes implemented must be gradual and progressive, starting by the less 
important adaptations (assessment techniques, time, materials, etc.) and continuing with 
modifications at the goal setting level (changing, prioritizing or furthering goals). 
Unit title: 
Student: 
1. METHODOLOGICAL ADAPTATIONS 
1.1 Common activities for the group or classroom (specific grouping, special methods, professionals’ help, specific materials and 
resources, etc.) 
1.2 Specific activities (setting specific activities) 
2. CONTENTS AND GOALS SETTING ADAPTATION (prioritizing, sequencing, etc.) 
3. ASSESSMENT CRITERIA ADAPTATION 
Table VIII. 10. Measures to address diversity.