Developing and Validating the Curriculum Adaptation Understanding Scale (CAUS) for Assessing Junior Special Education Teacher’s Proficiency in Adapting Curriculum for Students with Physical Impairments in Punjab

Abstract

Curriculum Adaptation Understanding Scale (CAUS) was devised and validated in this study to assess the proficiency of teachers at primary schools in Punjab, Pakistan, in adapting curricula for students with physical impairments. A literature review, expert consultations, and iterative feedback from practicing teachers comprised the scale development process. Subsequently, a structured survey was implemented in multiple districts of Punjab. By employing exploratory and confirmatory factor analyses, the CAUS exhibited robust psychometric characteristics, such as substantial validity and high reliability (Cronbach's alpha > 0.9). The findings revealed that teachers' levels of comprehension varied, with deficiencies in the use of assistive technologies and personalized pedagogical strategies being especially pronounced. This instrument offers crucial perspectives for augmenting teacher education and guides the formulation of policies aimed at enhancing inclusive education practices. The CAUS serves a dual purpose: it facilitates the identification of educational disparities in specific local contexts and provides a structure for analogous evaluations in other areas grappling with inclusive educational obstacles.