Curricular Adaptation for Children in Early Education with Learning Problems. Integrative Review

Abstract

The purpose of this integrative review of the literature is to identify and analyze curricular adaptation strategies aimed at supporting the learning of early childhood children with learning difficulties. Scientific publications were collected between 2019 and 2024 from Anglo-Saxon, Asian and Latin American contexts, integrating empirical and theoretical contributions in the field of inclusive education. The review followed the methodological framework of Whittemore and Knafl, including systematic search, critical evaluation, and thematic synthesis of ten selected studies. The findings reveal five main categories of curricular adaptation: Universal Design for Learning (UDL), flexibility of content and methodologies, differentiated and formative assessment, adapted teaching resources, and organization of the physical and socio-emotional environment. While the Anglo-Saxon literature emphasizes UDL and differentiated assessment, Asian studies emphasize playful methodologies and technological integration. Latin American research provides contextualized strategies, often developed in conditions of vulnerability and with community support. The review underscores the importance of teacher training, inter-institutional coordination, and the creation of emotionally safe environments. It also identifies barriers such as limited infrastructure, absence of systematic psychoeducational assessment, and scarcity of validated instruments. These findings offer guidance for pedagogical practice and the development of education policies that promote more equitable, responsive, and inclusive early education systems.