Curriculum modification as a critical approach to assist learners with special needs in institutions of higher learning in Zimbabwe

The current research was undertaken in order to explore how the curriculum of institutions of higher learning could be adapted to include learners with disabilities in inclusive education settings. Curriculum modification strategies, particularly curriculum adaptations and augmentations, have been identified as important to enable learners with disabilities to achieve access to and progress in the general curriculum.This paper adopted the qualitative approach and used a case study design that relied largely on interviews and document analysis. The semi-structured interviews were used to collect data from lecturers, learners and principals of higher learning institutions.The study concluded that adapting instructional strategies is a method that allows educators to meet the needs of all learners according to their strengths, ability levels, and needs, without separating learners homogeneously. The study recommended that educators need to know how to differentiate instructions in order to make the curriculum more accessible for learners with disabilities through adaptations and accommodations.