Developing an Inclusive Curriculum Framework for Students with Disabilities in Spain

Abstract

Inclusive education has become a cornerstone of contemporary educational policy across Europe, with Spain demonstrating significant commitment to integrating students with disabilities into mainstream educational settings. This study examines the development and implementation of an inclusive curriculum framework designed to support learners with diverse disabilities within Spanish primary and secondary schools. Drawing upon Universal Design for Learning principles and differentiated instruction approaches, this research investigates how curriculum adaptations, pedagogical modifications, and assessment accommodations can create equitable learning opportunities for students with physical, sensory, intellectual, and developmental disabilities. Data collected from twelve schools across Catalonia, Madrid, and Andalusia reveal that effective inclusive curriculum implementation requires comprehensive teacher preparation, collaborative support systems, flexible learning materials, and institutional cultures valuing diversity as educational asset rather than deficit. While Spanish legislation provides strong inclusive education mandates, significant implementation gaps persist regarding resource allocation, specialist support availability, and translation of policy ideals into classroom realities. This research contributes evidence-based recommendations for strengthening inclusive curriculum frameworks that honor diverse learning needs while maintaining rigorous academic standards within Spain's evolving educational landscape.