| dc.description.abstract | This study's objective was to assess teachers` competences to adapt the curriculum for learners with intellectual disability in inclusive primary schools of Minakulu Sub County, Oyam District. However, the teachers was expected to control, instruct, guide, help and discipline learners where by interacting well with all learners by creating a learning environments, good lesson plans, using variety teaching strategies, able to identify pupils’ needs and globalized with all them. The study used the constructivist paradigm. The qualitative research approach was utilized in data collection and analysis. The sample consisted of 28 participants who included the District Education Officer, 2 inspectors of schools, 5 head teachers and 20 teachers of the 5 selected primary schools. Interview and observation guides were used as data collection methods. Findings about teachers` competence to adapt contents showed that most teachers indicated limited abilities in adopting areas such as educational objectives, educational materials, educational methods, educational environments, and requirements for student behavior affecting their adaptations in classroom while others showed that they have knowledge to find and use books/ materials for the intellectual disability. To assist students with intellectual disabilities, teachers demonstrated how they break things down into manageable steps and set short-term goals. Due to the large number of students in their classes—up to 100 or more—teachers find it challenging to focus on curriculum modifications for students with intellectual disabilities. The study indicated that pre-service teachers and in-service teachers should both receive training in curriculum adaptation abilities and knowledge. The Ministry of Education and Sports (MOES), policymakers, and decision-makers within the government must reevaluate in-service training programs for instructors who would prefer to work with students who have intellectual disabilities. | en_US |
