CURRICULUM ADAPTATIONS FOR STUDENTS WITH DIVERSE LEARNING NEEDS IN SPECIAL EDUCATION CENTERS: AN ANALYSIS OF TEACHERS’ PRACTICES

Abstract

This study examined the curriculum adaptation practices of special education teachers in public and private special education centers of Faisalabad Division. A descriptive quantitative research design was employed, and data were collected from 67 special education teachers using a self-developed questionnaire comprising 14 items related to accommodations, modifications, and instructional strategies. Data were analyzed using descriptive statistics (mean and standard deviation). The results indicated a high level of utilization of accommodations, including explicit instruction (M = 4.73, SD = 0.47), task analysis (M = 4.56, SD = 0.60), and provision of extra time (M = 4.55, SD = 0.55). Curriculum modifications were also reported at a relatively high level, such as simplified assignments (M = 4.52, SD = 0.74) and lowering test difficulty (M = 4.44, SD = 0.68), though curriculum omission showed comparatively lower use (M = 3.79, SD = 1.05). Instructional strategies, including one-to-one or small group instruction (M = 4.41, SD = 0.72) and multisensory teaching (M = 4.28, SD = 0.81), were frequently employed. However, self-monitoring strategies demonstrated moderate use (M = 3.80, SD = 1.07). The study concludes that while special education teachers demonstrate strong engagement in curriculum adaptations, further professional training is required to strengthen the implementation of advanced modifications and self-regulation strategies in special education settings.