Transformaciones pedagógicas asociadas a la implementación del Plan Individual de Ajustes Razonables en el aprendizaje de un estudiante con discapacidad intelectual: una investigación-acción en contexto rural.

Abstract

This research was conducted in a rural educational institution and aimed to understand and analyze the pedagogical transformations and qualitative changes observed in the academic learning of a student with intellectual disability through the implementation of the Individual Plan of Reasonable Adjustments (PIAR). The study was grounded in a qualitative approach, using the Action Research methodology, which enabled the articulation of systematic reflection on teaching practice with pedagogical actions oriented toward the removal of barriers to learning and participation. The research process was structured in iterative cycles of diagnosis, planning, action, observation, and reflection, employing techniques such as participant observation, semi-structured interviews, and document analysis. The findings reveal qualitative changes in the student’s learning and participation, evidenced by improved content comprehension, increased school motivation, active classroom participation, and greater autonomy. Additionally, a progressive transformation of pedagogical practice was identified, characterized by curricular flexibility, the use of differentiated strategies, and the re-signification of the PIAR as a dynamic and contextualized pedagogical tool. This study contributes relevant insights to the field of inclusive education by demonstrating that the reflective and situated implementation of the PIAR, from a critical pedagogical perspective, supports more equitable learning processes, even in contexts with structural limitations.