DESCRIBING THE PERSPECTIVES OF SPECIAL EDUCATION TEACHERS ON CURRICULUM EVOLUTION: A QUALITATIVE PROFILE OF IMPLEMENTATION

Abstract

Curriculum change is recognized as a long and arduous process, requiring administrators and educators to navigate a complex landscape of national and state standards. As educational systems evolve to address the diverse needs of students, teachers are often required to modify their instructional approaches. This qualitative descriptive study sought to explore the firsthand experiences, classroom practices, coping mechanisms, and insights of ten Special Education (SPED) teachers as they navigated curriculum evolution within their respective schools. Data was collected through in-depth interviews. Analysis of the data revealed two major themes related to the teachers’ experiences: the need for clear guidance regarding instructional content and learning objectives, and the importance of simplifying curriculum content to make it more accessible and meaningful for learners with disabilities. To effectively respond to these challenges, teachers employed various coping mechanisms, including making necessary classroom adjustments, engaging in professional development, and committing to continuous upskilling and reskilling. The study concludes that, despite the difficulties associated with curriculum change, SPED teachers demonstrate resilience, adaptability, and a willingness to embrace educational reforms when they believe these changes will improve learning outcomes and overall development for learners with disabilities.