THE DEVELOPMENT OF TEACHING AND LEARNING IN ATYPICAL PEOPLE: A LOOK AT THE FUNCTIONAL CURRICULUM

Abstract

The present study aims to describe the contributions of the Functional Curriculum to the teaching and learning process in inclusive education, addressing its theoretical foundations, its contributions to the development of academic, social, adaptive, and autonomy-related skills, as well as the challenges associated with its implementation in the school environment. The investigation was based on a critical analysis of the specialized scientific literature through a bibliographic review conducted under a qualitative, descriptive, and exploratory approach. The findings indicate that the Functional Curriculum promotes contextualized and meaningful learning experiences aligned with students' real needs, fostering autonomy, social participation, and the development of academic and adaptive competencies when integrated with inclusive educational practices. The study also identified challenges related to teacher education, curriculum flexibility, collaborative planning, and the structural conditions of educational institutions. It is concluded that the Functional Curriculum should be understood as a pedagogical strategy complementary to the academic curriculum, contributing to the effective implementation of inclusive education and to the comprehensive development of students with neurodevelopmental disorders.