TEACHERS’ UNDERSTANDING OF CURRICULUM ADAPTATION FOR LEARNERS WITH MODERATE INTELLECTUAL DISABILITY IN ZAMBIA

Humphrey Chinyemba Kandimba, Joseph Mandyata, Magdalene Simalalo

Abstract


In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training.

 

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intellectual disability, special education, curriculum adaptation, teachers’ understanding

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References


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DOI: http://dx.doi.org/10.46827/ejse.v9i1.4653

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