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Curriculum Modifications for Learners with Special Needs for Sustainable Development:

This study examined the Curriculum Modifications for Learners with Special Needs for Sustainable Development: A Case Study of Wunder Academy, Kyz Zhibek, Almaty, Kazakhstan. Four research questions guided the conduct of the study. The study adopted descriptive survey research method. The target population of the study comprised the school administrators and teachers of Wunder Academy, Kyz Zhibek, Almaty City. Fifty respondents were randomly selected as sample for this study but at the end of the exercise, only eighteen (18) questionnaires were retrieved for data analysis. A structured questionnaire was constructed and administered on the respondents for data collection. The data obtained were statistically analyzed using simple percentages, mean and standard deviation. The findings revealed that there are history of treatment of learners with special needs in the research area or location; there are legislation and judicial aspects of special education pertaining to inclusion in Kazakhstan; there is need, importance and significance of curriculum modifications for learners with special needs for sustainable development in Kazakhstan; and there are significant differences in attitudes of both general and special education teachers regarding their ability to provide adequate accommodations and modifications for learners with special needs in the general education classroom. Some recommendations were stated as the way forward and they are: In order to support the curriculum, more money must be invested in adequate teaching resources; The government of Kazakhstan should ensure that people with disabilities have equal access to high-quality inclusive education in their local communities, including by making appropriate adjustments for them; The Kazakhstani government should guarantee that the goal of creating inclusive education is to achieve maximum inclusion in mainstream schools and prevent exclusion, such as through the segregation of children with disabilities in special schools, separate classrooms, and home education; this should include children and adults with intellectual, developmental, and psychosocial disabilities; The Kazakh government should guarantee, and enforce through legal provisions, that PMPK assessments are exclusively for determining the reasonable accommodations a child will receive in inclusive education.

BY: NNEKA JENNIFER OKORO
    20/06/2024
    EIU PARIS