Levels of Teachers’ Understanding about the Concept of Curriculum Adaptations made for Students with Moderate Physical Impairment Studying at the Primary Level in Punjab

Abstract

Students with Moderate Physical Impairment (MPI) like other students with Specific Educational Needs (SENs) utilize adaptations in order to access the Single National Curriculum (SNC) in Punjab. All over the world, teachers use this didactical pedagogical strategy that impact student's school success and the improvement of their learning. Curriculum adaptations mean what, how and when to teach as well as what and how to be evaluated. In this study, researchers used a quantitative research approach and employed a descriptive research design. A well-known survey method was adopted with a self-made checklist to collect data from purposively selected 167 Junior Special Education Teachers (JSETs). The value of the Coefficient Alpha was .844. The survey focused on to measure the levels of teachers’ understandings about the concept of curriculum adaptations and to explore which type of adaptations most preferably used by the teachers. To analyse the data, descriptive and inferential statistics were used. The results of this study described that teachers have ‘moderate’ levels of understandings about the concept of accommodations and ‘mild’ levels of understandings about the concept of modifications. These outcomes specifically suggest that majority teachers remain unclear to differentiate between modifications and accommodations. This study recommends that teachers need to enhance their skills through professional training to adapt and implement the curriculum in the classrooms.