Modifying the Curriculum for gifted learners with disabilities in an inclusive classroom; The experiences of a student teacher

Modifying existing general curriculum has been an effective way to create more accessible learning environments to support all students and their teachers in various educational contexts. The study sought to establish how the implementation of the modified curriculum by student teachers can assist in the learning of the gifted disabled learners in the primary schools in Zimbabwe. The study used a qualitative research design. A purposive sampling strategy was employed to select twenty student teachers studying a Diploma in Education at Zimbabwe Open University and was on attachment in primary schools in Bulawayo. In-depth individual semi-structured interviews and focus group discussions were used. Conclusions showed that student teachers used play-based strategies in teaching gifted disabled learners. The study also concluded that the student teachers’ lack of competency in managing their inclusive classrooms posed a serious problem on their daily discharge of duties. The study recommended that there is need for curriculum modification for the gifted learners with disabilities in inclusive classes so that they will be able to attain their full potential.