Adapting for Diversity: How Teachers adapt the Curriculum to Support Learners with Intellectual Disabilities that Require Limited Support in Inclusive Primary Schools in Isingiro District, Uganda

Abstract

The study sought to explore curriculum adaptation practices in inclusive primary schools, with a particular focus on how teachers adapt curriculum to support Learners with Intellectual Disabilities that Require Limited Support (LIDRLS). Its main objective was to explore how the curriculum is adapted to meet the needs of these learners in inclusive primary schools in Isingiro District. The study employed a qualitative approach using an exploratory case study design. Data were collected from head teachers, classroom teachers, and learners with intellectual disabilities requiring limited support through interviews, classroom observations, and document analysis. A total of (N=20) participants were involved, comprising (N= 4) head teachers, (N= 4) teachers, and (N=12) learners with intellectual disabilities that require limited support.