What an individual support plan (adaptación curricular) really changes

Terms used

• Adaptación curricular no significativa — The adaptación curricular no significativa changes teaching methods, materials and tests, but not the grade's objectives or marking criteria.
• Adaptación curricular significativa — The adaptación curricular significativa changes the objectives, contents or assessment criteria themselves, so marks refer to an adapted curriculum.
• NEE — NEE means necesidades educativas especiales, the special educational needs that entitle a pupil to extra support.
• Jefatura de estudios — The jefatura de estudios is the school's head-of-studies team, which coordinates teaching and support.
• Inspección educativa — The inspección educativa is the regional education authority's inspectorate, where families can appeal about school decisions.

Key rules

• Non-significant plan: It changes methods and supports only, so your child is still marked against the standard goals for the grade.
• Significant plan: It changes the goals themselves and needs a psychopedagogical evaluation first.
• Review: The plan is reviewed at least once a year and again when your child changes stage.
• Your voice: You must be informed and heard, and you can object or appeal to the inspectorate if you disagree.

What a plan does

A plan is a written record of the adaptations the school makes for your child. The key question is whether it changes how your child is taught or what your child is expected to learn. There are two kinds, and the difference affects marks, progress and future options.

Non-significant adaptation: same goals, different route

An adaptación curricular no significativa changes how lessons are delivered, not what is expected. The school can change methods, activities, timing, materials and the way your child is tested. Examples are more time, shorter tasks, or an oral exam instead of a written one.

The objectives, contents and assessment criteria stay those of your child's grade. Your child is marked against the standard curriculum.

Significant adaptation: the goals change

An adaptación curricular significativa (ACS) removes or changes basic parts of the curriculum: objectives, contents and assessment criteria. Your child may be assessed against the criteria of a lower level.

• It is meant for pupils with NEE.
• It needs a psychopedagogical evaluation first, done by the school's orientation team.
• It is used only when ordinary measures and non-significant adaptations are not enough.

Your child can still move up with their age group. But the marks refer to the adapted curriculum, not the grade's standard one. The school records this in your child's file. Ask what this means for later stages and qualifications before you agree.

Who writes it and what it is called

The tutor and the subject teachers draft the plan, together with the specialist support teachers (PT and AL). Specialist teachers usually lead significant adaptations. The orientation team advises and does the evaluation. The head of studies (jefatura de estudios) coordinates. Families are consulted.

The name depends on the region. Common ones are ACI in Andalucía, Galicia and sometimes Madrid, PI in Cataluña, PIP or PAI in Valencia, and PAI or ACI in the País Vasco. In most regions the plan is a written document in your child's school file, and many keep it on an electronic platform. Ask the school what it is called and where it is kept.

Your role and your rights

You must be informed about the evaluation and about any adaptation, and you have the right to be heard. Regional rules usually require this in writing, especially for significant adaptations. In practice the school will ask you to sign. Whether a signature is mandatory varies by region, and formal consent is not always required for non-significant measures.

If you disagree, you can submit written objections or appeal to the education inspectorate (inspección educativa). Read the plan before you sign.

How it is reviewed

The plan is reviewed at least once a year, usually at the end of the school year, and again when your child changes stage. Many regions also require a check at each term's evaluation sessions, with changes made when needed. The timeline and checklist below show when to act.

Timeline and deadlines

• Check how your child is doing at each evaluation session and ask for adjustments if needed: each term, in many regions

• Full review of the plan with the school: at least once a year, normally at the end of the school year

• Review the plan again when your child changes stage: at each stage transition

Checklist

• Ask the school for the written plan and check that it is in your child's file.

• Check whether the plan only changes methods and supports, or also changes the goals your child is assessed against.

• Ask for the psychopedagogical evaluation if a significant adaptation is proposed.

• Ask to be informed in writing and give your opinion before the plan is applied.

• Read the plan before you sign it, and ask what happens if you do not agree.

• Ask when the plan will be reviewed, and put the review date in your calendar.

Frequently asked questions

Who writes my child's individual plan?

The tutor and the subject teachers write the plan, together with the specialist support teachers (PT and AL, who cover learning support and speech and language). The school's orientation team advises and provides the psychopedagogical evaluation, and the head of studies coordinates. You are consulted as the family.

What is the plan called in my region?

The name depends on your region. Andalucía and Galicia use ACI (adaptación curricular individualizada), Cataluña uses the PI (pla individualitzat), and Valencia uses the PIP or PAI. Madrid uses the ACI or a significant adaptation recorded in the pupil's file, and the País Vasco uses the PAI or ACI. In most regions it is a written document in the school's pupil file.

Do I have to sign my child's curricular adaptation?

In practice the school will ask you to sign, but formal consent is not always legally required for non-significant measures. You must be informed and have the right to be heard, in writing in most regions, especially for significant adaptations. If you disagree, you can submit allegations or appeal to the education inspectorate.