Summative Assessment of Learning in the educational training process received by students with significant curricular adaptations in the First and Second cycles of General Basic Education at Las Gravilias School, Alajuela Province, Costa Rica

Abstract

The scientific article focuses on the evolution of the Costa Rican educational system in the context of catering to students with special educational needs, particularly those requiring significant curriculum adaptations. The educational history of Costa Rica is characterized by a consistent commitment to equality and inclusion, from the establishment of the Santo Tomás Teaching House in 1840 to the declaration of public interest in 1944 for the education of children with special needs. The educational system has developed specialized services, such as integrated classrooms, fixed and itinerant support, to cater to students with multiple disabilities, learning difficulties, intellectual disabilities, among others. Nowadays, primary school students receive a comprehensive education tailored to their individual needs, involving curriculum adaptations. These adaptations are categorized into three types: access, non-significant, and significant. Education professionals work to ensure that students benefit from these supports and receive an education in line with their requirements. Evaluation is conducted in both a summative and formative manner, following the guidelines of the Ministry of Public Education.