Abstract:
The purpose of this study was to investigate the extent of curriculum adaptation by teachers in
selected inclusive secondary schools in Debre Berhan town, Amhara Region of Ethiopia. A
concurrent mixed research design was employed. Data was collected using a questionnaire,
semi-structured interview, focused group discussion, and observation. Participants of the study
were 78 teachers, sex school leaders, and 28 students with disabilities. The quantitative data
regarding teachers' practice of curriculum adaptation analysis was made using mean scores, and
an independent t-test was used to compare means scours significant differences between
groups. As such scores between 1 and 1.66 were classified as low, between 1.67 and 2.33 were
classified as moderate whereas between 2.34 and 3 were classified as high level. The data
Regarding challenges faced by teachers to implement curriculum adaptation were analyzed in
frequency and percentage while the qualitative data was analysed thematically. The findings
revealed that the overall level of teacher’s implementation of curriculum adaptation was
moderate. Whereas, the overall level of teachers implementing of instructional strategy, content,
and assessment adaptation falls under the moderate level. whereas, material adaptation was
low. Both school teachers faced different challenges of rigid school rules, shortage of time, lack
of training, lack of understanding of curriculum adaptation, inadequate resources, inaccessible
infrastructure, large class size, and large textbook. The study recommends providing secondary
school teachers with training on adapted curriculum, hiring at least a special needs specialist,
and providing adapted materials for the effectiveness of the curriculum adaptation.
