An Experimental Study on the Impact of Inclusive Curriculum Adaptation on the Academic Performance of Students with Multiple Disabilities

Abstract

This study examines the impact of curriculum adaptation on the academic performance of students with multiple disabilities in government schools. Conducted over a period of two months, the study involved two inclusive schools in Chennai, focusing on Class 4 students and three core subjects—Science, Social Science, and Mathematics—as prescribed in the Samacheer Kalvi Curriculum Framework. The sample comprised 10 students with multiple disabilities, with five students selected from each school.

The intervention was implemented by teacher trainees, who employed a range of curriculum adaptation strategies to address the diverse learning needs of the students. These strategies included simplifying lesson content, integrating visual and tactile aids, providing hands-on learning experiences, and offering individualised instruction and assessment. The aim was to create an inclusive learning environment that enabled students with multiple disabilities to achieve their academic potential.

Data collection involved pre-intervention and post-intervention assessments of academic performance, complemented by qualitative observations of student engagement and participation during classroom activities. The findings revealed a marked improvement in students’ academic outcomes following the intervention. Students demonstrated enhanced comprehension, better retention, and increased participation in Science, Social Science, and Mathematics. Furthermore, qualitative data indicated improvements in student–teacher interaction and peer collaboration within the classroom.

The study highlights the effectiveness of curriculum adaptation as a vital tool for fostering inclusive education in government schools. It emphasises the need to equip teacher trainees with the skills required to implement adaptive teaching practices and modify instructional approaches to meet the diverse needs of learners. This research contributes to the broader discourse on inclusive education by providing evidence of the positive impact of adaptive curriculum strategies in enhancing the academic success of students with multiple disabilities.