适应发育障碍学生的教育计划：结构化叙事回顾

Inclusive education requires educational programs to respond to diverse functional profiles rather than treating disability categories as uniform instructional needs. This structured narrative review examines the main domains of educational adaptation described in selected literature and policy documents, and considers their implications for classroom practice. Existing sources assembled for the manuscript were organized into an explicit thematic framework covering instructional individualization, support planning, self-regulation, collaboration, accessibility, and classroom organization. This