The adapted curriculum must be conceived as a specific support for the training and continuous development of each child, regardless of his / her level of development. Using the contents of the adapted curriculum takes into account both the volume of knowledge and especially the mental processes and functional features of the nervous system of students with special educational needs, in which the compensatory function causes a series of changes in neural networks for information transmission and processing. The differentiated curriculum implies the ways of selecting and organizing the contents, the teaching-learning methods, the evaluation methods and techniques, the performance standards, the psychological learning environment; the aim is to differentiate the learning experiences and to adapt the instructive-educational process to the aptitude and comprehension possibilities, to the level of the educational interests and requirements, to the rhythm and to the learning style of the student. This differentiation takes into account, first of all, the specifics of the aptitude potential, the dominance of the personality and the capacity of understanding and processing of the information /knowledge acquired by the student within the instructive-educational process. Starting from this premise, we can talk here about an individual/ personalized curriculum. The organization and direction of teaching-learning activities must be structured on concrete levels and stages of education, with curricular areas and strictly defined contents, measurable by acceptable evaluation dimensions, intended for fair assessment of the level of development, intelligence, intellectuality, morality, humanity, the spirituality of each child, including children with special educational needs. Given the diversity, mode and specific features of learning of all children, including those with special educational needs, we can conclude that one of the essential qualities of the new school curriculum aims at a greater degree of flexibility, so it will allow each the child to progress at his own pace, to be treated according to his learning abilities.