Didactic Adaptations for Teaching Mathematics to Students with Specific Educational Needs in the Ninth Year of General Basic Education

Specific Educational Needs (SEN) pose a challenge in teachingmathematics, especially in the Ninth Year of General Basic Education(GBE), where students face difficulties that impact their learning. Thisstudy analyzes the relationship between SEN and the mathematicsteaching-learning process, aiming to design didactic strategies thatenhance educational inclusion. Using a mixed-method approach,data was collected from teachers and students through surveys andinterviews, evaluating the influence of pedagogical strategies onacademic performance. The results indicate that the lack of teachertraining in inclusive education and the absence of adapted materialshinder mathematics instruction for students with SEN. However, theimplementation of differentiated methodologies and interactive toolssignificantly improves mathematical concept comprehension andstudent performance. As part of the proposal, a methodologicalguide with adapted activities was developed to facilitate mathematicsteaching for this student group. The study concludes that inclusivemathematics education requires specific strategies that promoteequity and access to learning for all students