Children of all ages are distinguished by the physical and intellectual abilities, skills, behavior and personality. The differences stem from life experiences, environment, hereditary characteristics, ability to learn and physical and mental characteristics. Children with special needs are gifted children and ones with disabilities. A characteristic of a civilized, humane and just society is the respect and appreciation of diversity. Student’s education is based on the principles of acceptance of diversity and peculiarities of students, providing conditions and support for accomplishing the maximum potential of each student and equal opportunities for achieving the highest possible level of education. The fact is that there is no universal custom program, as well as universal and prescribed individualized procedures that could be applied to all students. This paper analyzes the curriculum, of the last 30 years, for technical culture in elementary schools, in the context of children with special needs. The accent is on the problem of the absence of programs for students with special needs. Furthermore, special emphasis is on the legal framework, on the complete curricular reform and on the adjustments in the approach to learning, teaching and environment for each type of disability. Through the operational synthesis of listed sources, based on the knowledge of didactic and methodical practices , the heuristic matrix is generalized in which a specified teaching method is linked to a particular type of disability. The results of that, combined with the educational content of the technical culture, have determined which teaching method is suited for a specific content and appropriate for each disability individually. The matrix is primarly intended for children with disabilities but it is also fitted for gifted children. There are no guidelines nor specific instructions for creating custom programs. Teachers prepare their program, but they are not educated for that. At the end we have two children, with the same disabilities but with different teachers, following different programs for the same subject. As a consequence, the generalized matrix has not been verified (it is heuristic), but certainly can serve as a template and guideline for future curriculums of technical culture.