INCLUSIVE ASSESSMENT AND CURRICULAR ADAPTATIONS: RETHINKING EVALUATIVE METHODS TO ENSURE EQUITY AND REAL LEARNING MONITORING

Abstract

This article analyzes the articulation between curricular adaptations and inclusive assessment, discussing how the redesign of evaluative practices is essential to ensure equity and enable the real monitoring of student development in basic education. Historically grounded in standardized, meritocratic, and exclusionary models, the contemporary educational system faces the challenge of transitioning from a classificatory and summative evaluation to a formative, process-oriented, and mediating perspective. Through a theoretical review based on recent academic productions, the study discusses the role of the flexible curriculum, the importance of the Individualized Educational Plan (IEP), and the need to diversify competency assessment tools. The results indicate that curricular adaptations, when integrated with customized evaluative practices, cease to be mere bureaucratic adjustments and become emancipatory instruments. It is concluded that guaranteeing equity in inclusive education requires strengthening collaborative networks, continuous teacher training, and the deconstruction of pedagogical barriers, ensuring that all human singularities can learn and fully develop.