The National Curriculum and Its Adaptation to Primary Curriculum Development For Inclusive Students with Visual Impairments: Perspectives of Teachers

Abstract

Objective: The objective of this study is to investigate the perspectives of teachers who have been teaching students with special needs, with the aim of how to develop a suitable curriculum for students with visual impairments.   Theoretical Framework: In this topic, the main concepts and theories that underpin the research presented regarding the curriculum of visual impairments stand out, providing a solid basis for understanding the context of the investigation.   Method: Using a teacher's questionnaire focused on adapting the national curriculum to a curriculum for inclusive students with visual impairments in terms of curriculum development, contents of the curriculum, and influencing factors.   Results and Discussion: The findings show that it is possible that the adaptation will be successful if all necessary conditions are well prepared and carefully considered by managing the influencing factors with full consideration. Special education is a sector that has been interested by many stakeholders who have profoundly taken care of these students with special needs, making them and other students with manifold benefits, but it is invariably difficult to develop a suitable curriculum to meet the varied demands of these learners   Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of developing a curriculum for students with visual impairments. There is a need for further studies on the perspectives of these special students and their parents.   Originality/Value: This study contributes to the literature by providing perspectives on teachers teaching students with visual impairments and adapting the national curriculum to a suitable curriculum that meets the demands of the students with visual impairments.