ADAPTING THE CURRICULUM IN CONTEXT: A QUALITATIVE STUDY OF CLASSROOM PRACTICES FOR LEARNERS WITH MODERATE INTELLECTUAL DISABILITIES IN LUANSHYA DISTRICT, ZAMBIA

Abstract

Curriculum adaptation is crucial for guaranteeing equal educational access for learners with moderate intellectual disabilities (IDs). This study explored the nature of curriculum adaptation practices in Zambian primary schools in Luanshya District, Zambia, emphasising the types of adaptations utilised by teachers, the problems encountered, and the necessary interventions to enhance practice. Utilising Johnsen's Curriculum Relation Model (2012), the research employed a qualitative multiple case study methodology. Data were gathered through semi-structured interviews, focus group discussions, and classroom observations from four specialised units in primary schools within Luanshya District. The sample consisted of 12 teacher-participants and 3 officials from the Ministry of Education, chosen using purposive sampling. Findings indicated that teachers adjusted pedagogical strategies, streamlined learning content, altered assessment methods, tailored instructional resources, transformed the learning environment, and extended learning duration. Nevertheless, adjustments frequently exhibited inconsistency owing to insufficient teacher training, a dearth of modified resources, overcrowded classrooms, weak policy direction, and minimal engagement from stakeholders. The study reveals that although teachers strive to modify the curriculum, their endeavours are limited by systemic deficiencies. Recommendations entail adjusting teacher training curricula to prioritise adaptation skills, creating tailored learning materials, instituting ongoing professional development programmes, and enhancing methods for monitoring policy implementation.