Individual plan of reasonable adjustments for a student with low vision at a National Police educational institution in Neiva, Colombia

Abstract

This article describes the experience of implementing the Individual Reasonable Adjustments Plan (PIAR) in the process of including a low-vision student of third-grade at the San Miguel Arcángel School in Neiva, Huila. The research was carried out from a critical-social approach, using a qualitative methodology that recognizes the multiplicity and diversity of assumptions, techniques, and instruments. Its implementation was developed through a systematization design of experiences, structured in five methodological stages: starting point, systematization plan, recovery of the lived process, basic reflections, and arrival points. Data collection was carried out through semi-structured interviews, complemented by the coffee work technique, as a feedback session. The implementation of the PIAR allowed for the strengthening of the student's academic autonomy and self-confidence, the adequacy of of accessible pedagogical resources, the consolidation of institutional and family support networks, and the identification of technological and socio-emotional barriers. It also shows that inclusive education requires the educational system to rethink its architecture, methodologies, pedagogical strategies, and teacher training. Although a normative framework exists, challenges still remain, such as the lack of a funding policy, as well as the lack of an inclusive culture among teachers. Finally, PIAR proved to be a transformative tool that facilitated the student's full participation, highlighting the need for continuity in digital literacy training, emotional support and inter-institutional coordination to ensure effective inclusive education.