Inclusive approach in language and literature of students with special educational needs associated or not with a disability.

This research addresses inclusive strategies and practices that teachers can implement in the classroom according to the Special Educational needs, associated or not with a disability of each student in adaptation to the curriculum in the area of Language and Literature in children from Fifth to Eighth grades. year of Basic Education at “Tres de Abril” School. The research is based on the critical propositional paradigm for the development of conceptualizations necessary for the teacher, the research approach was quantitative and qualitative, exploratory and descriptive, field and bibliographic modality. Likewise, the survey technique and the questionnaire instrument were established and carried out, which consists of 10 questions. The population where we worked was made up of 17 students and 4 teachers. With the analysis, interpretation and discussion of the results, it was determined that the application of an innovative methodology facilitates the learning process of teaching students with special educational needs associated or not with a disability with teaching materials, their implementation in Information and communication. technologies. The academic performance of the students improved thanks to the applied methodology and the influence of ICT to carry out work and use them in class, in addition to students with SEN associated or not with a disability that does not present a severe or serious learning problem that It is difficult for the student to capture their knowledge so that the teacher can implement a personalized curricular adaptation.