Curriculum Adaptations in Science for Students with Intellectual Disability

Special Education

Access to learning is a crucial quality concern for achieving the right to education for each and every child. For children with disabilities, especially children with intellectual disabilities, this access can be provided by bring about changes in existing curriculum goals, methods, materials and evaluations. Such changes are called ‘curricular adaptations’. Further, content loaded subjects such as science demand specific and well planned adaptations to ensure access to learning. This paper presents guidelines and an example of how such curricular adaptations can be made in science curriculum for upper primary classes for children with intellectual disabilities.

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