Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa

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Maebana" }, { "@type": "Person", "name": "Raesetja Gloria Ledwaba" }, { "@type": "Person", "name": "Margaret Chauke" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": "Inclusive education requires responsive curriculum adaptation to support learners with diverse communication needs, especially those who lack an effective voice. This article reports on a community engagement initiative in the Sekhukhune District of Limpopo Province, South Africa, aimed at enhancing curriculum adaptation practices in special schools. A central component of this initiative was a workshop on Augmentative and Alternative Communication (AAC), facilitated by the Department of Inclusive Education at the University of South Africa (UNISA). The training presented participants with AAC strategies and emphasised differentiated instruction, as well as visual and tactile supports, alongside assistive communication technologies. Guided by the principles of Universal Design for Learning (UDL), the workshop encouraged flexible teaching approaches that went beyond content modification to include adaptations in pedagogy, learning materials, and assessment practices. A qualitative design was used, involving 17 participants purposively selected from five special schools. This group comprised teachers, a professional nurse, a social worker, and support staff from each school. Data were gathered through focus group discussions, document analysis, and field notes, and were analysed thematically. The findings revealed systemic barriers such as inadequate professional training, limited resources, and overcrowded classrooms, all of which hindered effective curriculum adaptation. However, participants showed strong commitment to applying the inclusive strategies learned during the workshop. This study highlights the value of university-community partnerships in strengthening inclusive education and emphasises the need for sustained professional development, resource allocation, and intersectoral collaboration to improve curriculum adaptation in rural special schools." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/15-321", "name": "Adapting Curriculum for Inclusive Education: Insights from Special..." } } ] } Home Browse Adapting Curriculum for Inclusive Education: Insights from Special... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Maebana ME, Ledwaba RG and Chauke M. Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.12688/f1000research.173117.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] Maite E. Maebana https://orcid.org/0009-0008-7916-0096 1-3 , Raesetja Gloria Ledwaba 1,2 , Margaret Chauke 1,2 Maite E. Maebana https://orcid.org/0009-0008-7916-0096 1-3 , Raesetja Gloria Ledwaba 1,2 , Margaret Chauke 1,2 PUBLISHED 25 Feb 2026 Author details Author details 1 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa 2 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa 3 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa Maite E. Maebana Roles: Conceptualization Raesetja Gloria Ledwaba Roles: Conceptualization Margaret Chauke Roles: Conceptualization OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Inclusive education requires responsive curriculum adaptation to support learners with diverse communication needs, especially those who lack an effective voice. This article reports on a community engagement initiative in the Sekhukhune District of Limpopo Province, South Africa, aimed at enhancing curriculum adaptation practices in special schools. A central component of this initiative was a workshop on Augmentative and Alternative Communication (AAC), facilitated by the Department of Inclusive Education at the University of South Africa (UNISA). The training presented participants with AAC strategies and emphasised differentiated instruction, as well as visual and tactile supports, alongside assistive communication technologies. Guided by the principles of Universal Design for Learning (UDL), the workshop encouraged flexible teaching approaches that went beyond content modification to include adaptations in pedagogy, learning materials, and assessment practices. A qualitative design was used, involving 17 participants purposively selected from five special schools. This group comprised teachers, a professional nurse, a social worker, and support staff from each school. Data were gathered through focus group discussions, document analysis, and field notes, and were analysed thematically. The findings revealed systemic barriers such as inadequate professional training, limited resources, and overcrowded classrooms, all of which hindered effective curriculum adaptation. However, participants showed strong commitment to applying the inclusive strategies learned during the workshop. This study highlights the value of university-community partnerships in strengthening inclusive education and emphasises the need for sustained professional development, resource allocation, and intersectoral collaboration to improve curriculum adaptation in rural special schools. READ ALL READ LESS Keywords Inclusive education; curriculum adaptation; Augmentative and Alternative Communication; Universal Design for Learning; University-community partnerships; special schools; teacher professional development, South Africa Corresponding Author(s) Maite E. Maebana ( [email protected] ) Raesetja Gloria Ledwaba ( [email protected] ) Margaret Chauke ( [email protected] ) Close Corresponding authors: Maite E. Maebana, Raesetja Gloria Ledwaba, Margaret Chauke Competing interests: No competing interests were disclosed. Grant information: This manuscript is part of the Community Engagement Project CN6700 at the University of South Africa (UNISA), aimed at advancing the university's commitment to inclusive, community-driven academic contributions. It supports UNISA’s initiatives to promote meaningful engagement and social impact through scholarship. The study was funded by the University Community engagement unit with reference, CN_6700 The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Maebana ME et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Maebana ME, Ledwaba RG and Chauke M. Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.12688/f1000research.173117.1 ) First published: 25 Feb 2026, 15 :321 ( https://doi.org/10.12688/f1000research.173117.1 ) Latest published: 25 Feb 2026, 15 :321 ( https://doi.org/10.12688/f1000research.173117.1 ) Introduction The potential of inclusive education lies not only in policy but in practice, where teachers and schools must adapt the curriculum to ensure that every learner, regardless of ability, has access to meaningful learning opportunities. In South Africa, this commitment is enshrined in Education White Paper 6 on Special Needs Education ( Department of Education, 2001 ), yet practical implementation remains uneven, particularly in rural contexts constrained by limited resources, inadequate infrastructure, and gaps in teacher professional development ( Muthukrishna et al., 2021 ; Nxumalo & McKenzie, 2023 ). Special schools in Limpopo, often the first point of contact for learners with disabilities, exemplify these challenges, highlighting the essential role of curriculum adaptation in promoting participation and learning ( Eloff & Kgwete, 2020 ; Donohue & Bornman, 2021 ). To address these challenges, a community engagement initiative was conducted in the Sekhukhune District, collaborating with five special schools for learners with mild to moderate Intellectual disabilities. The project aimed to strengthen curriculum adaptation practices by fostering collaboration among teachers, professional nurses, social workers, support staff, and university facilitators. A central feature was a workshop on Augmentative and Alternative Communication (AAC), which introduced strategies grounded in the principles of Universal Design for Learning (UDL). The workshop encouraged participants to explore differentiated instruction, visual and tactile supports, and assistive technologies to expand learning opportunities beyond traditional content delivery ( Swart & Pettipher, 2022 ). Community engagement has been recognised as an effective approach for co-creating educational solutions in under-resourced contexts ( Chilisa & Preece, 2020 ; Ledwaba & Sefotho, 2024 ; Nkambule & Wadesango, 2022 ). Through participatory workshops and focus group discussions, the initiative created a platform for mutual learning, reflection, and context-specific problem-solving. Findings revealed persistent systemic barriers, including overcrowded classrooms, limited resources, and inadequate professional development, alongside participants’ strong commitment to inclusive practice ( Makwela & Smit, 2022 ; Ledwaba & Sefotho, 2024 ; Makofane & Mphahlele, 2023 ; Pillay & Ndimande, 2023 ). This article reports on the purpose, methodology, and outcomes of the initiative, highlighting current curriculum adaptation practices, challenges, and opportunities for enhancing inclusive education. It reflects on the role of university–community partnerships in building teacher capacity and supporting sustainable improvements in rural special needs schools, providing insights into practical strategies for implementing curriculum adaptation in contexts with limited resources ( Maphosa & Shumba, 2020 ; Moolla et al., 2022 ). Theoretical and policy background South Africa’s commitment to inclusive education is firmly grounded in its Constitution and reinforced by key national policies such as Education White Paper 6 (2001) and the SIAS Policy (2014). These documents collectively aim to transform the education system by ensuring equitable access to quality learning for all, particularly for learners who experience barriers to learning due to disability, poverty, language, or social marginalisation. The Education White Paper 6 laid the foundation for inclusive education in South Africa. The policy articulates a vision for an education system that recognizes and accommodates learner diversity. It moves away from a deficit model of disability and instead promotes the idea that barriers to learning exist within the system, not just within the learner ( Department of Education, 2001 ). In addition, it proposes the establishment of full-service schools, special schools as resource centres, and the district-Based Support Teams (DBSTs) to provide systemic support for inclusion. Despite its progressive intent, implementation has been uneven due to resource limitations, insufficient teacher training, and lack of clear operational guidelines ( Muthukrishna et al., 2021 ; Walton, 2022 ). Critics argue that special schools remain isolated from the mainstream system, and that many teachers lack the capacity to adapt the curriculum to meet diverse learner needs ( Donohue & Bornman, 2021 ). Nevertheless, White Paper 6 remains a cornerstone in the transformation toward a more inclusive education system. To operationalize the ideals of White Paper 6, the Department of Basic Education introduced the SIAS Policy on Screening, Identification, Assessment, and Support, which provides a structured approach to identifying and supporting learners who experience barriers to learning. Therefore, the SIAS policy aims to ensure early intervention, minimize labelling and exclusion, and guide the provision of differentiated support within mainstream classrooms and special settings ( DBE, 2014 ). The policy mandates that all teachers play a proactive role in the early identification of learning challenges and that Individual Support Plans (ISPs) be developed in collaboration with families and support professionals. The SIAS process emphasizes a multi-disciplinary approach and encourages collaboration among teachers, health workers, social workers, and therapists to ensure holistic support ( Eloff & Kgwete, 2020 ). However, studies revealed that many schools lack the human and material resources needed to implement SIAS effectively, especially in rural areas like Limpopo ( Moolla et al., 2022 ; Nxumalo & McKenzie, 2023 ). Both policies represent a transformative shift toward inclusive education but also highlight the gap between policy and practice. Continued community engagement, teacher training, and cross-sectoral collaboration are essential to realize the full potential of these frameworks. Curriculum adaptation Curriculum adaptation refers to the systematic modification of curriculum content, teaching strategies, assessment methods, and learning environments to accommodate the diverse needs of learners, particularly those with disabilities. It ensures that all learners can access and engage with the curriculum meaningfully ( Eloff & Kgwete, 2020 ). Adaptation may include simplifying texts, using assistive technologies, providing visual or tactile supports, or adjusting pacing. In special and inclusive education contexts, curriculum adaptation is central to removing learning barriers and supporting equitable participation ( Donohue & Bornman, 2021 ). Universal Design for Learning (UDL) Universal Design for Learning (UDL) is an educational framework that promotes flexible learning environments to accommodate individual learning differences. UDL is based on three core principles: providing multiple means of engagement, representation, and action/expression ( CAST, 2018 ). In inclusive classrooms, UDL supports proactive planning that minimizes the need for retroactive accommodations. By designing curricula that are accessible from the outset, educators can ensure all learners, including those with disabilities, are included and empowered ( Al-Azawei et al., 2022 ; Muthukrishna et al., 2021 ). Differentiated instruction Differentiated instruction involves tailoring teaching methods and materials to meet the diverse needs, readiness levels, interests, and learning profiles of students. It is closely related to inclusive education and complements UDL by offering various pathways for learners to understand and demonstrate knowledge ( Tomlinson, 2017 ). In South African schools, differentiated instruction has been shown to enhance learner engagement and outcomes, particularly where classrooms include learners with a wide range of cognitive and physical abilities ( Swart & Pettipher, 2022 ; Nxumalo & McKenzie, 2023 ). Social model of disability The social model of disability shifts the focus from individual impairments to the societal and environmental barriers that exclude people with disabilities. According to this model, disability is not inherent in the person but is created by attitudes, practices, and structures that fail to accommodate diversity ( Oliver, 1996 ; Barnes & Sheldon, 2019 ). This perspective underpins inclusive education policies such as South Africa’s White Paper 6, emphasizing the need to change educational systems, not learners. Embracing the social model fosters a rights-based approach where inclusion is a matter of equity and justice rather than charity or remediation ( Walton, 2022 ). Purpose of the project Understanding the practical implementation of curriculum adaptation in special needs schools is crucial for improving inclusive education. Curriculum adaptation involves modifying content, instructional strategies, and assessment methods to meet the diverse needs of learners with disabilities ( Donohue & Bornman, 2021 ). In South African special schools, adaptation is often context-specific and shaped by available resources, teacher expertise, and learner profiles ( Eloff & Kgwete, 2020 ). Studies highlight that many teachers employ differentiated instruction and flexible teaching methods, but the extent and effectiveness of these practices vary widely due to disparities in training and support ( Muthukrishna et al., 2021 ). This objective seeks to capture experiences of participants by engaging directly with teachers, thereby providing an accurate picture of how curriculum adaptation translates from policy into classroom practice. Collaboration with teachers enables the identification of both existing strengths and barriers in inclusive education delivery. Research shows that teachers’ commitment and innovative practices often form a strong foundation for inclusion, even in resource poor settings ( Swart & Pettipher, 2022 ). However, systemic challenges such as inadequate professional development, insufficient teaching materials, and large learner-to-teacher ratios persistently hinder effective curriculum adaptation ( Maphosa & Shumba, 2020 ; Nxumalo & McKenzie, 2023 ). Engaging participants in dialogue fosters a shared understanding of these factors and surfaces locally relevant opportunities for improvement, empowering schools to develop sustainable, contextually appropriate solutions ( Pillay & Ndimande, 2023 ). Context-sensitive recommendations are essential to address the specific needs of rural special schools in Limpopo. Effective curriculum support requires aligning national inclusive education policies with local realities, including socio-economic challenges and cultural factors ( Moolla et al., 2022 ). Tailored recommendations might include targeted teacher training on curriculum differentiation, enhanced access to assistive technologies, and strengthened collaboration between schools and educational authorities ( Chilisa & Preece, 2020 ). By grounding suggestions in community engagement findings, this objective aims to promote practical and sustainable improvements that respect the unique contexts of special needs education in Sekhukhune District of Limpopo Province. Objectives of the project The community engagement project aimed to engage directly with teachers in five special needs schools in the Sekhukhune District to explore and strengthen inclusive curriculum practices. Through collaborative discussions, classroom observations, and reflective activities, the project examined how curriculum adaptation is currently implemented to meet diverse learner needs. It identified key challenges such as limited resources, insufficient teacher training, and structural barriers to inclusion, issues widely reported in rural South African contexts ( Moolla et al., 2022 ; Nxumalo & McKenzie, 2023 ). Teachers also shared innovative strategies they use, including differentiation, the use of visual aids, and assistive communication tools aligned with Universal Design for Learning ( Donohue & Bornman, 2021 ; Eloff & Kgwete, 2020 ). Importantly, the project aimed to co-develop context-based recommendations with participating schools to enhance curriculum responsiveness, in line with inclusive education policy goals and participatory research principles ( Pillay & Ndimande, 2023 ; Swart & Pettipher, 2022 ). Project context and setting Sekhukhune District is in the south-eastern corner of Limpopo Province, South Africa, spanning approximately 13,500 km 2 and comprising four local municipalities: Elias Motsoaledi, Ephraim Mogale, Makhuduthamaga, and Fetakgomo Tubatse. With a predominantly rural population of around 95% of its over 1.2 million residents, the district has a youthful demographic, with roughly 56% of inhabitants under 19 years old. Rural underdevelopment is stark: Sekhukhune has one of the highest poverty rates in South Africa (approximately 75%), with unemployment hovering around 28%, and average annual household incomes being roughly R30,000. Limited infrastructure is pervasive: only about 8% of households have municipal waste disposal, and a mere 30% have matric-level education or high. Economically, the district relies heavily on mining, iron, platinum, chrome as well as irrigated agriculture and small-scale farming, though water scarcity and land tenure issues remain critical constraints. Educationally, school attendance is high (97%), but quality is undermined by low infrastructural investment, under-qualified teachers, and limited access to technology, which are compounded in special needs education. These socioeconomic, geographic, and educational realities underscore the urgent need for community-responsive initiatives such as curriculum adaptation in special schools to foster meaningful inclusion in Sekhukhune. Methodology The community engagement initiative adopted a participatory and collaborative approach rooted in principles of mutual learning, respect, and shared knowledge creation. This method positioned all participants, that is, teachers, professional nurses, social workers, and support staff, not as passive recipients of expert knowledge but as co-constructors of meaning and solutions relevant to inclusive education in special needs settings. Participatory engagement was found to be especially critical in under-resourced, rural contexts like Sekhukhune, where top-down interventions often fail to address the complex, context-specific realities of teachers and learners. Instead, a bottom-up, dialogical approach was used to foster trust, inclusivity, and ownership of the process ( Chilisa & Preece, 2020 ; Pillay & Ndimande, 2023 ). Workshops and group dialogues were designed to encourage reflective practice and collaborative problem-solving, enabling stakeholders to draw from their lived experiences and professional insights. By involving teachers, social workers, professional nurses, and support staff, the engagement embraced a multidisciplinary perspective, aligning with the holistic needs of learners with disabilities. This collaborative structure acknowledged that inclusive education is not the sole responsibility of teachers but a shared mandate across sectors ( Donohue & Bornman, 2021 ; Swart & Pettipher, 2022 ). Professional nurses contributed insights on medical and developmental conditions affecting learning, while social workers provided socio-emotional and family-related perspectives. Together, these contributions enriched discussions on curriculum adaptation, learner support, and systemic challenges. Such an approach aligns with contemporary inclusive education research, which emphasizes community participation, contextual responsiveness, and knowledge co-creation as essential for sustainable educational change ( Muthukrishna et al., 2021 ; Nxumalo & McKenzie, 2023 ). Data collection methods Focus group discussions were a key qualitative method employed in the community engagement project to collect experiential data from various staff members, including teachers, professional nurses, social workers, and support personnel in special needs schools. This method facilitated open, interactive conversations, allowing participants to reflect on their practices, voice concerns, and share strategies related to inclusive education and curriculum adaptation. Focus groups were particularly well-suited to educational settings as they encourage collaborative dialogue and generate deeper insights into shared experiences and group dynamics ( Braun & Clarke, 2021 ). In this project, discussions were structured around themes such as instructional adaptation, learner support, inter-professional collaboration, and systemic barriers to inclusion. The dialogues also served as a reflective space where mutual learning and peer-to-peer knowledge exchange flourished, consistent with participatory engagement frameworks ( Chilisa & Preece, 2020 ; Pillay & Ndimande, 2023 ). By engaging with diverse staff roles, the discussions brought out multidisciplinary perspectives on how health, social, and educational needs intersect in the learning environment. This approach aligns with current thinking in inclusive education, which emphasizes the collective responsibility of school staff to respond to learner diversity ( Swart & Pettipher, 2022 ; Muthukrishna et al., 2021 ). In addition to the focus groups, the project involved a analysis of classroom learning materials used in the participating special needs schools. This document analysis helped assess the extent and nature of curriculum adaptation, including differentiation strategies, use of visual/tactile aids, language simplification, and integration of Augmentative and Alternative Communication (AAC) resources. Document analysis has been found to be a powerful tool in inclusive education research as it allows for the triangulation of data, enabling researchers to compare what is practiced (as observed or described) with what is planned or prescribed ( Bowen, 2009 ; Eloff & Kgwete, 2020 ). It also helps uncover hidden assumptions in curricular content and identify gaps where adaptation is either lacking or inconsistent with policy guidelines, such as those in Education White Paper 6 ( Department of Education, 2001 ). Reviewing instructional resources revealed both innovative adaptations and areas where teachers lacked support or clarity. The exercise also informed recommendations for improving curriculum alignment with learners' cognitive, linguistic, and sensory needs, particularly in under-resourced rural contexts such as Sekhukhune ( Moolla et al., 2022 ; Nxumalo & McKenzie, 2023 ). Ethical consideration The study formed part of a community engagement project that focused on the use of Augmentative and Alternative Communication (AAC) to support children with speech difficulties in special schools within the Sekhukhune South region of the Limpopo Department of Education, South Africa. Permission to conduct the study was granted by the Limpopo Department of Education. Prior to data collection, written informed consent was obtained from all participants. Ethical clearance was granted by the University Research Ethics Committee (Ethics certificate number: 2019/05/15/90255194/32), University of South Africa (UNISA), Department of Inclusive Education. The study adhered to all ethical guidelines, including ensuring participant confidentiality, informed consent, and protection of participants’ well-being throughout the research process. Participants were informed of their right to withdraw from the study at any time without penalty, and all identifying information was anonymised in the reporting of findings ( Creswell & Creswell, 2022 ; Roestenburg, Strydom, & Fouché, 2021 ). Data analysis A thematic analysis was conducted to identify recurring patterns related to the curriculum adaptation for inclusion: a case study of special schools in Limpopo Province, South Africa. The analysis revealed five key themes: curriculum adaptation as modification and differentiation, use of teaching strategies and resources, and assistive technology, inclusion and equity, ensuring No Learner is Left Behind, and contextual and technological adaptation. The data presented in this study are available. Key findings Theme 1: Understanding of the concept “Curriculum Adaptation” Several participants described curriculum adaptation as the modification of content and teaching strategies to suit individual learning needs. For example, Participant 1 emphasised modifying the curriculum “based on their special needs,” and Participant 2 referred to “curriculum differentiation” during lesson delivery. Participants 3, 5, and 13 echoed this idea by emphasizing that curriculum adaptation ensures effective teaching and learning tailored to learners’ levels and needs. This aligns with literature that defines curriculum adaptation as the process of modifying what is taught and how it is delivered, to ensure it is responsive to learner diversity ( Tomlinson, 2014 ). Differentiated instruction is central to inclusive education and involves varying content, process, product, and learning environment based on learners’ readiness, interests, and profiles ( Tomlinson, 2014 ; Florian & Black-Hawkins, 2011 ). From Theme 1, we can conclude that participants generally understand curriculum adaptation as a process of modifying and differentiating the curriculum to meet the diverse needs of learners in special schools. Their responses reflect an awareness that teaching and learning must be flexible and responsive to individual learner abilities, particularly in contexts where learners experience various forms of disability or learning barriers. Participants consistently described curriculum adaptation in terms of: • Adjusting content difficulty to suit learner levels (e.g., simplifying concepts), • Altering teaching methods to be more inclusive, • And modifying instructional strategies and assessments to ensure learners can engage meaningfully. This understanding aligns with scholarly definitions of differentiated instruction, which call for intentional variation in content, process, and product to ensure all learners can access the curriculum ( Tomlinson, 2014 ). It also reflects an appreciation of inclusive education principles, even though some participants focused more on surface-level changes (e.g., content simplification) rather than deeper pedagogical shifts (e.g., learner-centered planning or ongoing assessment adjustments). In summary, the participants in Theme 1 show a foundational understanding of curriculum adaptation, viewing it as necessary for equitable and effective teaching in special schools. However, the depth of their understanding may vary, indicating a need for continued professional development to strengthen their capacity in implementing comprehensive, inclusive, and learner-centered curriculum adaptations. Theme 2: Use of teaching strategies and resources Participants 4, 6, and 14 highlighted the strategic use of teaching resources and adapted methods to include all learners. For instance, Participant 4 stated that curriculum adaptation involves how “teachers use teaching resources to change and include all learners,” while Participant 6 described the simplification of content for better learner understanding. This supports studies that emphasize the importance of using visual, auditory, tactile, and interactive resources to ensure inclusive participation ( UNESCO, 2017 ). For example, the use of visual aids, hands-on materials, peer support, and multi-sensory learning strategies enhances learning among learners with cognitive or sensory impairments ( Ainscow & Miles, 2008 ). From Theme 2, we can conclude that participants demonstrate a practical and application-based understanding of curriculum adaptation, viewing it as the strategic use of teaching methods and resources to promote inclusion. Their insights highlight the belief that curriculum adaptation is not limited to content changes but also involves modifying how lessons are delivered to ensure accessibility and engagement for all learners. Participants emphasized: • The importance of using varied teaching resources, such as visual and tactile materials, • The simplification of content to align with learners’ levels of understanding, • And the use of inclusive strategies that create opportunities for every learner to participate meaningfully in classroom activities. This reflects a growing awareness among educators that diverse instructional tools and sensory-rich teaching methods are essential in accommodating learners with different needs, particularly those with cognitive, sensory, or communication barriers. It also aligns with inclusive education best practices, which recommend multi-sensory and differentiated approaches to support diverse learners ( UNESCO, 2017 ; Ainscow & Miles, 2008 ). In conclusion, the responses in Theme 2 show that participants understand curriculum adaptation as a dynamic, resource-driven process that requires careful selection and application of appropriate teaching strategies to facilitate inclusion. This suggests that teachers in special schools are not only aware of the need to adapt but also recognize the value of actively engaging learners through varied and inclusive instructional methods. However, the effective implementation of these strategies likely depends on access to adequate training and teaching materials. Theme 3: Infusing AAC systems during teaching and learning activities Participants 8, 10, 15, and 16 specifically referred to the use of assistive technology and AAC devices like Go-Talks, and low technology devices such as communication boards. These participants viewed the integration of AAC devices into classroom practices to enable participation for learners with speech and communication barriers. This reflects best practices in inclusive education, where assistive technology is used to bridge impairments ( Beukelman & Light, 2020 ). South Africa’s DBE (2015) also advocates for the use of AAC tools to enhance inclusion for learners with disabilities, particularly in special schools. From Theme 3, we can conclude that participants demonstrate a specialized and advanced understanding of curriculum adaptation by recognizing the critical role of assistive technology and other AAC tools in enabling inclusive learning. Their responses reflect awareness that curriculum adaptation must extend beyond content and teaching strategies to include technological supports that empower learners with speech, communication, and motor impairments to engage meaningfully in educational activities. Participants clearly understand that AAC devices are not optional additions but essential tools for learners with communication barriers. This indicates a shift from a purely instructional view of curriculum adaptation to one that incorporates universal design for learning (UDL) principles, ensuring multiple means of communication, representation, and expression ( CAST, 2018 ). Their insights also align with inclusive education policy frameworks, such as South Africa’s Policy on Screening, Identification, Assessment and Support (SIAS), which promotes the integration of AAC to ensure full learner participation ( DBE, 2015 ). In conclusion, Theme 3 reveals that these participants understand curriculum adaptation as a holistic process that includes the use of assistive technologies to remove communication barriers and ensure equity in learning. Their understanding reflects not only a commitment to inclusive education but also the ability to implement practical and context-specific technological solutions that support learners with complex needs. This theme underscores the importance of investing in AAC tools, training teachers in their use, and embedding assistive technology within the adapted curriculum to promote full learner participation. Theme 4: Inclusion and equity ensuring no learner is left behind Participants 7, 12, and 17 emphasized inclusion and equity, describing curriculum adaptation to ensure that “no learner is left behind” and that learners are given the opportunity to “express their views” and “interact with one another.” This is in line with the Social Model of Disability, which sees educational barriers as systemic and emphasizes removing these barriers to ensure participation ( Slee, 2011 ). UNESCO (2017) also affirms that inclusive education is not only about placing learners with disabilities in schools but actively adapting curriculum and practices to meet all learners’ needs. From Theme 4, we can conclude that participants demonstrated a values-based and learner-centered understanding of curriculum adaptation, grounded in the principles of inclusion and equity. Their responses reflect a strong belief that curriculum development must be guided by the fundamental right of every learner to participate fully and meaningfully in education, regardless of ability. Participants emphasized that curriculum adaptation is a means of ensuring no learner is left behind, and that all learners are provided with opportunities to interact, express themselves, and engage in learning. This understanding aligns with the Social Model of Disability, which identifies barriers within the education system and not the learner as the main obstacle to inclusion ( Slee, 2011 ). It also supports international frameworks, such as UNESCO’s (2017) inclusive education agenda, which emphasizes modifying curriculum content, delivery, and classroom culture to accommodate all learners equitably. This theme reveals that participants see curriculum adaptation not just as a technical or instructional adjustment, but as a moral and social imperative, a process that must actively challenge exclusion and promote participation. Their understanding highlights the need for inclusive curriculum development to be flexible, responsive, and grounded in the belief that diversity is a strength, not a barrier. In conclusion, Theme 4 demonstrates that participants understand curriculum adaptation as a mechanism for achieving educational justice, ensuring that all learners, especially those with disabilities, are included, valued, and supported in their learning journey. This perspective strengthens the call for policy alignment, inclusive teaching practices, and the development of equitable learning environments across special and mainstream education settings. Theme 5: Contextual and technological adaptation Participant 11 referred to the 4th Industrial Revolution, highlighting the need for technology integration in curriculum delivery. This suggests a forward-looking view that recognizes how digital tools (e.g., e-textbooks, learning platforms) can make learning accessible for all, especially in special schools. This aligns with contemporary inclusive education strategies, which emphasize digital inclusion and the equitable use of educational technology to improve learning outcomes for learners with disabilities ( Chigona & Chigona, 2010 ; DBE, 2015 ). From Theme 5, we can conclude that Participant 11 demonstrates an emerging, future-oriented understanding of curriculum adaptation, emphasizing the integration of technology in response to the evolving educational landscape shaped by the Fourth Industrial Revolution. This perspective shows an awareness that curriculum adaptation must not only address learners' current needs but also align with broader technological and societal advancements to remain relevant and inclusive. The participant’s emphasis on tools like e-textbooks and digital devices indicates a recognition of how technology can enhance accessibility, particularly for learners in special schools who may face barriers to traditional learning methods. This aligns with current inclusive education strategies that advocate for digital inclusion, ensuring that learners with disabilities have equitable access to digital learning platforms, assistive software, and interactive educational content ( Chigona & Chigona, 2010 ; DBE, 2015 ). This understanding reflects a shift from viewing curriculum adaptation solely as a response to individual learning challenges to also considering contextual and technological developments as key drivers of curriculum relevance and effectiveness. It highlights the importance of preparing learners with disabilities not just for academic success, but for meaningful participation in a technologically advanced society. In conclusion, Theme 5 illustrates that curriculum adaptation must be forward-thinking and technology-integrated, considering the changing digital environment and the opportunities it presents for inclusive education. This calls for investment in digital infrastructure, teacher training, and policy frameworks that support the use of educational technology as a tool for curriculum accessibility and equity in special schools. Discussion Challenges identified Based on the data provided and aligned with recent literature, the following are two analytically rich paragraphs identifying key challenges related to the understanding of curriculum adaptation in the context of special schools: One of the main challenges identified from the participants' responses is the inconsistent depth of understanding regarding curriculum adaptation. While most participants acknowledged the importance of adapting the curriculum to meet diverse learner needs, several responses reflected a limited or surface-level interpretation of what adaptation entails. For example, some participants viewed adaptation primarily as content simplification or slowing the pace of instruction (e.g., Participant 6), rather than as a comprehensive process involving differentiated pedagogy, continuous assessment, and inclusive planning. This shallow understanding can lead to practices that do not fully address the diverse cognitive, sensory, and communication needs of learners with disabilities. Research by Donohue and Bornman (2014) confirms that many South African teachers, particularly in under-resourced areas, struggle with conceptual clarity around inclusive education principles, which in turn affects the quality of curriculum adaptation. A second challenge is the lack of systematic support and training in the use of assistive technology and inclusive strategies. Although several participants (e.g., 10, 15, 16) demonstrated awareness of tools like AAC devices and Go-Talks, their responses also implied that the use of such technologies was dependent on individual initiative rather than a structured, school-wide approach. This aligns with findings by Engelbrecht and Savolainen (2018) , who argue that without sustained professional development and institutional guidance, teachers may struggle to apply inclusive technologies effectively and consistently. The uneven integration of digital tools and inclusive resources also points to broader systemic issues, such as disparities in funding, infrastructure, and policy implementation, particularly in rural areas like Limpopo Province ( Makoelle, 2020 ). These structural barriers exacerbate the gap between understanding the theory of curriculum adaptation and putting it into practice in meaningful, equitable ways. Institutional and community factors Institutional factors, particularly the roles of school leadership and support teams, play a crucial role in enabling or hindering effective curriculum adaptation. In this study, while some participants demonstrated an understanding of how to adjust teaching strategies and use assistive technologies, the absence of structured institutional guidance and leadership support was evident. Effective curriculum adaptation requires a coordinated approach led by principals, Heads of Departments (HODs), and School-Based Support Teams (SBSTs), who must provide clear direction, mentorship, and resources for inclusive teaching. However, without proactive leadership and ongoing monitoring, curriculum adaptation efforts remain fragmented and reliant on individual teacher initiative. According to Engelbrecht et al. (2017) , schools with strong leadership and active support teams are more successful in embedding inclusive practices into the curriculum, suggesting that institutional commitment is essential for systemic change. Another significant institutional barrier relates to infrastructure and access issues that directly impact the implementation of curriculum adaptations. Many special schools in rural provinces like Limpopo face shortages of appropriate teaching spaces, assistive devices, and accessible learning materials, which limit the extent to which teachers can practically modify and differentiate the curriculum. While some participants mentioned the use of AAC devices and visual aids, their responses also implied a dependence on improvised or limited resources, rather than systematic provision. This aligns with findings by Mahlo (2017) , who notes that insufficient infrastructure and learning support materials often constrain inclusive teaching in South African schools. Without institutional investment in physical accessibility (e.g., ramps, adaptable classrooms) and resource allocation (e.g., ICT tools, Braille materials), curriculum adaptations risk being superficial and inequitable, ultimately excluding the very learners they are intended to support. Reflections from the engagement team One of the key insights gained through community engagement in this study is the critical role of parents and caregivers in supporting curriculum adaptations, especially when AAC devices are involved. Participants suggested that learners with speech or communication barriers benefit most when families are aware of and trained in the use of AAC tools such as Go-Talks, communication boards, or gesture-based systems. However, there was also an indication that limited community awareness and understanding of inclusive education practices can hinder learners’ ability to use these devices effectively outside of school settings. This is consistent with findings by Alant and Geyer (2020) , who argue that community inclusion and training are essential to maximize the impact of AAC, especially in low-resource contexts. Engaging parents in workshops, school activities, and training sessions on AAC enhances both the continuity of learning and the effectiveness of curriculum adaptation efforts, ensuring learners experience consistent communication support across home and school environments. The study also revealed the value of collaboration among teachers, school-based support teams, families, and external stakeholders, such as universities and non-profit organizations, in sustaining and scaling curriculum adaptations. Schools that involve community health workers, speech therapists, and social workers are better positioned to implement and maintain the use of AAC devices, ensuring that curriculum delivery is not only adapted but also enriched through expert support. Such collaborative efforts encourage the development of inclusive, responsive school cultures, where stakeholders collectively take ownership of inclusive practices. Moreover, the study highlighted several areas for further community-university partnerships, such as pre-service teacher training on AAC, community-based research on barriers to communication, and co-development of culturally relevant AAC materials. According to Makoelle (2020) , universities can play a transformative role in strengthening inclusive education by linking research, innovation, and local practice, particularly in under-resourced schools. These partnerships can bridge knowledge gaps, introduce evidence-based AAC interventions, and build capacity at the community level, thereby reinforcing curriculum adaptation efforts and improving learning outcomes for all learners. Recommendation and conclusion The engagement with teachers, social workers, professional nurses, school personnel, and key stakeholders in special schools in Sekhukhune District of Limpopo Province, South Africa, revealed that curriculum adaptation is widely recognized as essential for promoting inclusive education and meeting the diverse needs of learners with disabilities. Participants demonstrated a foundational understanding of curriculum adaptation, often describing it as a process of modifying content, teaching strategies, and resources to enhance learner access and participation. Notably, the study highlighted innovative use of teaching strategies such as visual aids, tactile materials, and small-group instruction, as well as the integration of assistive technologies and AAC devices to support learners with communication barriers. However, it also exposed gaps in conceptual clarity and inconsistencies in implementation, which can be attributed to varying levels of training, resource availability, and institutional support. The findings underscore a clear and urgent need for ongoing support, structured collaboration, and multi-level partnerships to strengthen inclusive practices. Curriculum adaptation cannot be sustainably implemented in isolation; it requires the combined efforts of school leaders, district officials, policymakers, and universities. Schools must foster collaborative teaching cultures and expand access to adaptive technologies, while district officials should ensure that professional development is continuous and focused on curriculum differentiation. Policymakers must provide targeted resources to support inclusive curriculum development, and universities should sustain community-based research and offer contextualized support to schools. Ultimately, the study reaffirms that inclusive education is not a one-time intervention, but an evolving process that demands continuous learning, adaptive systems, and a shared commitment to equity in education. Authors’ contributions The authors were responsible for developing this manuscript, leading the data collection, analysis, and interpretation of findings. The first author led the conceptualisation, drafting of the initial version, and development of the methodology section. The second author was responsible for data curation, writing, review, funding acquisition, and project administration. The third author contributed to the investigation, data curation, resource allocation, and refinement of the manuscript. Data availability The data supporting the findings of this study were generated from qualitative interviews and field notes collected from selected special schools in Limpopo Province, South Africa, involving teachers, nurses, and physiotherapists. Due to ethical constraints, confidentiality agreements, and the sensitive nature of the data, the datasets are not publicly available. The data have not been uploaded to the institutional repository and currently exist only in hard-copy format. These materials are securely held by the researchers for safety and ethical compliance. Anonymised data may be made available upon reasonable request, subject to institutional ethical approval and permission from participating schools and relevant authorities. We fully support the principles of open science and transparency promoted by F1000. However, the data underlying this study consist of sensitive qualitative interview transcripts and field notes collected from teachers, nurses, and physiotherapists in selected special schools in Limpopo Province, South Africa. Due to strict confidentiality agreements, institutional ethical approvals, and the involvement of vulnerable educational contexts, the full datasets cannot be deposited in an open-access repository or shared under a CC-BY or CC0 licence without risking breaches of participant confidentiality and ethical compliance. The original ethical clearance did not permit unrestricted public sharing of raw qualitative data, nor digital dissemination beyond the research team. As such, the data are securely stored by the researchers and have not been assigned a DOI. In line with best practices for ethically sensitive qualitative research, anonymised excerpts of the data can be made available upon reasonable request, subject to approval by the relevant institutional ethics committee and permission from participating schools and authorities. This approach ensures transparency while safeguarding participants and institutional partners. We have revised the Data Availability Statement accordingly to clearly explain these constraints and the conditions under which data access may be granted. We kindly request confirmation that this justification is acceptable within F1000’s policy for ethically restricted data. Acknowledgments This study was conducted as part of a community engagement project at the University of South Africa. The research was supported by the Department of Education in the Mpumalanga province. The authors sincerely appreciate the teachers from the special school for their time and valuable contributions to this project. They also extend their gratitude to the University of South Africa's Community Engagement Unit for its financial support. References Ainscow M, Miles S: Making Education for All Inclusive: Where Next?. Prospects. 2008; 38 (1): 15–34. Publisher Full Text Alant E, Geyer S: Perspectives on Disability and Inclusion in South Africa. Cape Town: Juta & Company Ltd; 2020. 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Van Schaik Publishers; 2021. Slee R: The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge; 2011. Swart E, Pettipher R: Reframing Inclusion: Shifting Perspectives in South African Education. J. Educ. Policy. 2022; 37 (5): 647–663. Tomlinson CA: The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed.Alexandria, VA: ASCD; 2014. Tomlinson CA: How to Differentiate Instruction in Academically Diverse Classrooms. 3rd ed.Alexandria, VA: ASCD; 2017. UNESCO: A Guide for Ensuring Inclusion and Equity in Education. Paris: United Nations Educational, Scientific and Cultural Organization; 2017. Reference Source Walton E: Disability, Rights, and Inclusive Education: A Social Model Perspective. Johannesburg: South African Disability Rights Press; 2022. Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 25 Feb 2026 ADD YOUR COMMENT Comment Author details Author details 1 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa 2 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa 3 Inclusive Education, University of South Africa, Pretoria, Gauteng, 0001, South Africa Maite E. Maebana Roles: Conceptualization Raesetja Gloria Ledwaba Roles: Conceptualization Margaret Chauke Roles: Conceptualization Competing interests No competing interests were disclosed. Grant information This manuscript is part of the Community Engagement Project CN6700 at the University of South Africa (UNISA), aimed at advancing the university's commitment to inclusive, community-driven academic contributions. It supports UNISA’s initiatives to promote meaningful engagement and social impact through scholarship. The study was funded by the University Community engagement unit with reference, CN_6700 The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (1) version 1 Published: 25 Feb 2026, 15:321 https://doi.org/10.12688/f1000research.173117.1 Copyright © 2026 Maebana ME et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Maebana ME, Ledwaba RG and Chauke M. Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.12688/f1000research.173117.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 25 Feb 2026 Views 0 Cite How to cite this report: Rakka Ob. Reviewer Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466678 ) The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466678 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 24 Mar 2026 Omar ben Rakka , Hassan II University of Casablanca, Casablanca, Grand Casablanca, Morocco Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.190900.r466678 This manuscript presents a community engagement initiative conducted in five special schools in the Sekhukhune District, Limpopo Province, South Africa. The initiative aimed to strengthen curriculum adaptation practices for inclusive education, particularly for learners with communication difficulties, through a ... Continue reading READ ALL This manuscript presents a community engagement initiative conducted in five special schools in the Sekhukhune District, Limpopo Province, South Africa. The initiative aimed to strengthen curriculum adaptation practices for inclusive education, particularly for learners with communication difficulties, through a workshop focused on Augmentative and Alternative Communication (AAC) and informed by the Universal Design for Learning (UDL) framework. The study is presented as a qualitative investigation involving 17 purposively selected participants, including teachers, a professional nurse, a social worker, and support staff. Data were collected through focus group discussions, document analysis, and field notes, and were then analyzed thematically. The main findings highlight barriers such as insufficient training, lack of resources, and overcrowded classrooms, while also emphasizing participants’ commitment to more inclusive practices and the potential value of university–community partnerships. The topic is important, relevant, and socially valuable. The article addresses a genuine gap in practice, particularly in rural and under-resourced educational settings. However, in its current form, the manuscript does not yet meet the level of scientific rigor expected of a qualitative research article. Its main weaknesses concern the positioning of the study, methodological transparency, analytical rigor, presentation of the results, and reproducibility. These limitations do not negate the value of the work, but they do require substantial revision before the manuscript can be considered scientifically sound. I. Introduction The introduction addresses a highly relevant issue: the need to adapt the curriculum meaningfully for learners with disabilities in rural South African schools. It is grounded in an appropriate policy and theoretical context, notably Education White Paper 6, SIAS, UDL, differentiated instruction, and the social model of disability. The manuscript also draws on relatively recent literature, with several references from 2020 to 2024, which shows an effort to situate the study within contemporary debates on inclusive education in South Africa. That said, the introduction remains somewhat too broad and diffuse. It combines elements of policy context, theoretical framing, project justification, and practical advocacy without bringing the scientific gap into sufficiently sharp focus or clearly formulating the research question. At several points, the manuscript reads more like a project narrative or a capacity-building report than a focused research article. The stated objective is to understand and strengthen curriculum adaptation practices, but the article does not clearly specify whether it aims to: describe participants’ understanding of curriculum adaptation, evaluate the impact of the workshop, examine barriers to implementation, or document the value of the university–community partnership. M. Methods The manuscript states that a qualitative design was used, involving 17 purposively selected participants from five special schools, and that data were collected through focus group discussions, document analysis, and field notes. The contextual description of the Sekhukhune District is useful and helps the reader understand the setting. The inclusion of different professional categories is also potentially a strength, as it provides a multidisciplinary perspective on inclusive practices. Ethical approval and informed consent are clearly reported. However, this section constitutes the main methodological weakness of the article. The design is appropriate in principle, but the methods are not described in sufficient detail to inspire technical confidence or allow replication. Several key pieces of information are missing or insufficiently specified: how participants were identified and recruited; the exact distribution of the 17 participants by role and by school; the exact number of focus groups conducted; the number of participants in each group; the language used during the interviews; the duration of the discussions, and the procedures for facilitation, recording, and transcription; the exact content and scope of the document analysis; the specific role of the field notes in the analysis; the place of the workshop within the chronology of data collection; whether the data reflect perceptions before the workshop, after the workshop, or both. The section devoted to thematic analysis is particularly insufficient. The manuscript states that thematic analysis was conducted and presents five themes, but it does not explain: the analytical framework used; the steps followed in coding; whether the codes were inductive, deductive, or hybrid; whether one or more coders were involved; how disagreements were resolved; whether procedures to strengthen credibility were used, such as triangulation, member checking, peer review, or an audit trail. There is also an inconsistency in the data availability statement, which mentions teachers, nurses, and physiotherapists, whereas the initial description of the sample refers to teachers, a professional nurse, a social worker, and support staff. This inconsistency raises concerns about the precision of the reporting. R. Results The Results section identifies five themes: understanding of curriculum adaptation, use of teaching strategies and resources, use of AAC systems, inclusion and equity, contextual and technological adaptation. These themes are relevant and broadly consistent with the objective of the study. The article also highlights practical aspects that are useful for the field, such as the role of AAC tools, visual and tactile supports, and the importance of collaboration among teachers, families, and other stakeholders. However, the Results section remains too descriptive and insufficiently grounded in the data. The themes are often followed by long explanatory paragraphs that resemble mini-discussions rather than an empirical presentation of findings. In several cases, the manuscript offers an interpretation and then links it to the literature, but provides very few substantial verbatim quotations. This weakens the evidentiary strength of the results. The analysis is therefore not yet sufficiently convincing. D. Discussion The Discussion presents three major limitations. First, it overlaps too extensively with the Results section. Instead of deepening the interpretation, it frequently repeats what has already been presented. Second, some paragraphs are strongly normative or prescriptive, moving quickly toward recommendations without sufficiently distinguishing what was directly observed from what is inferred from the literature. Third, the specific contribution of the study remains insufficiently articulated. The article would benefit from clarifying more explicitly what it adds beyond confirming already well-known barriers, such as lack of resources, insufficient training, and overcrowded classrooms. 5. Conclusion This manuscript addresses a highly relevant and still insufficiently explored issue in the field of inclusive education, particularly in the context of rural special schools in South Africa. Its practical value is real, and its focus on curriculum adaptation, AAC, UDL, and university–community collaboration is both timely and useful. The article therefore has the potential to make an interesting contextual contribution to the literature on inclusive practices in under-resourced settings. However, in its current version, the manuscript is only partly convincing from a scientific perspective. The main problem does not lie in the topic itself, but in the way the study is designed, described, analyzed, and argued. The methodological and analytical weaknesses identified are significant enough to prevent full confidence, at this stage, in the robustness of the conclusions. In particular, methodological transparency, explicitation of the analytical process, the empirical richness of the findings, and clarification of the scientific positioning must be substantially improved. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Inclusive Physical education, Adapted Physical Activity, inclusive Education, Physical Literacy, Sport Psychology, Inclusive Sport I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Rakka Ob. Reviewer Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466678 ) The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466678 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Beltran K. Reviewer Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466681 ) The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466681 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Mar 2026 Kennedy Beltran , Central Bicol State University of Agriculture, Camarines Sur, Philippines Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.190900.r466681 Thematic analysis must not be based on manual coding but rather through a reliable third-party application to avoid biases. Furthermore, avoid highly generated terms or phrases for the documents to be more grounded in technical novelty. Please revisit the entire ... Continue reading READ ALL Thematic analysis must not be based on manual coding but rather through a reliable third-party application to avoid biases. Furthermore, avoid highly generated terms or phrases for the documents to be more grounded in technical novelty. Please revisit the entire document. In a focus group discussion, authors need to identify the number of participants. Thank you very much. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly References 1. Curriculum adaptation for learners with diverse learning needs: A case of South African inclusive rural schools authors. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Strategic Planning and Public Policy; Development Studies; Education; Curriculum Studies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Beltran K. Reviewer Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466681 ) The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466681 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 25 Feb 2026 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 25 Feb 26 read read Kennedy Beltran , Central Bicol State University of Agriculture, Camarines Sur, Philippines Omar ben Rakka , Hassan II University of Casablanca, Casablanca, Morocco Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Rakka O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 24 Mar 2026 | for Version 1 Omar ben Rakka , Hassan II University of Casablanca, Casablanca, Grand Casablanca, Morocco 0 Views copyright © 2026 Rakka O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This manuscript presents a community engagement initiative conducted in five special schools in the Sekhukhune District, Limpopo Province, South Africa. The initiative aimed to strengthen curriculum adaptation practices for inclusive education, particularly for learners with communication difficulties, through a workshop focused on Augmentative and Alternative Communication (AAC) and informed by the Universal Design for Learning (UDL) framework. The study is presented as a qualitative investigation involving 17 purposively selected participants, including teachers, a professional nurse, a social worker, and support staff. Data were collected through focus group discussions, document analysis, and field notes, and were then analyzed thematically. The main findings highlight barriers such as insufficient training, lack of resources, and overcrowded classrooms, while also emphasizing participants’ commitment to more inclusive practices and the potential value of university–community partnerships. The topic is important, relevant, and socially valuable. The article addresses a genuine gap in practice, particularly in rural and under-resourced educational settings. However, in its current form, the manuscript does not yet meet the level of scientific rigor expected of a qualitative research article. Its main weaknesses concern the positioning of the study, methodological transparency, analytical rigor, presentation of the results, and reproducibility. These limitations do not negate the value of the work, but they do require substantial revision before the manuscript can be considered scientifically sound. I. Introduction The introduction addresses a highly relevant issue: the need to adapt the curriculum meaningfully for learners with disabilities in rural South African schools. It is grounded in an appropriate policy and theoretical context, notably Education White Paper 6, SIAS, UDL, differentiated instruction, and the social model of disability. The manuscript also draws on relatively recent literature, with several references from 2020 to 2024, which shows an effort to situate the study within contemporary debates on inclusive education in South Africa. That said, the introduction remains somewhat too broad and diffuse. It combines elements of policy context, theoretical framing, project justification, and practical advocacy without bringing the scientific gap into sufficiently sharp focus or clearly formulating the research question. At several points, the manuscript reads more like a project narrative or a capacity-building report than a focused research article. The stated objective is to understand and strengthen curriculum adaptation practices, but the article does not clearly specify whether it aims to: describe participants’ understanding of curriculum adaptation, evaluate the impact of the workshop, examine barriers to implementation, or document the value of the university–community partnership. M. Methods The manuscript states that a qualitative design was used, involving 17 purposively selected participants from five special schools, and that data were collected through focus group discussions, document analysis, and field notes. The contextual description of the Sekhukhune District is useful and helps the reader understand the setting. The inclusion of different professional categories is also potentially a strength, as it provides a multidisciplinary perspective on inclusive practices. Ethical approval and informed consent are clearly reported. However, this section constitutes the main methodological weakness of the article. The design is appropriate in principle, but the methods are not described in sufficient detail to inspire technical confidence or allow replication. Several key pieces of information are missing or insufficiently specified: how participants were identified and recruited; the exact distribution of the 17 participants by role and by school; the exact number of focus groups conducted; the number of participants in each group; the language used during the interviews; the duration of the discussions, and the procedures for facilitation, recording, and transcription; the exact content and scope of the document analysis; the specific role of the field notes in the analysis; the place of the workshop within the chronology of data collection; whether the data reflect perceptions before the workshop, after the workshop, or both. The section devoted to thematic analysis is particularly insufficient. The manuscript states that thematic analysis was conducted and presents five themes, but it does not explain: the analytical framework used; the steps followed in coding; whether the codes were inductive, deductive, or hybrid; whether one or more coders were involved; how disagreements were resolved; whether procedures to strengthen credibility were used, such as triangulation, member checking, peer review, or an audit trail. There is also an inconsistency in the data availability statement, which mentions teachers, nurses, and physiotherapists, whereas the initial description of the sample refers to teachers, a professional nurse, a social worker, and support staff. This inconsistency raises concerns about the precision of the reporting. R. Results The Results section identifies five themes: understanding of curriculum adaptation, use of teaching strategies and resources, use of AAC systems, inclusion and equity, contextual and technological adaptation. These themes are relevant and broadly consistent with the objective of the study. The article also highlights practical aspects that are useful for the field, such as the role of AAC tools, visual and tactile supports, and the importance of collaboration among teachers, families, and other stakeholders. However, the Results section remains too descriptive and insufficiently grounded in the data. The themes are often followed by long explanatory paragraphs that resemble mini-discussions rather than an empirical presentation of findings. In several cases, the manuscript offers an interpretation and then links it to the literature, but provides very few substantial verbatim quotations. This weakens the evidentiary strength of the results. The analysis is therefore not yet sufficiently convincing. D. Discussion The Discussion presents three major limitations. First, it overlaps too extensively with the Results section. Instead of deepening the interpretation, it frequently repeats what has already been presented. Second, some paragraphs are strongly normative or prescriptive, moving quickly toward recommendations without sufficiently distinguishing what was directly observed from what is inferred from the literature. Third, the specific contribution of the study remains insufficiently articulated. The article would benefit from clarifying more explicitly what it adds beyond confirming already well-known barriers, such as lack of resources, insufficient training, and overcrowded classrooms. 5. Conclusion This manuscript addresses a highly relevant and still insufficiently explored issue in the field of inclusive education, particularly in the context of rural special schools in South Africa. Its practical value is real, and its focus on curriculum adaptation, AAC, UDL, and university–community collaboration is both timely and useful. The article therefore has the potential to make an interesting contextual contribution to the literature on inclusive practices in under-resourced settings. However, in its current version, the manuscript is only partly convincing from a scientific perspective. The main problem does not lie in the topic itself, but in the way the study is designed, described, analyzed, and argued. The methodological and analytical weaknesses identified are significant enough to prevent full confidence, at this stage, in the robustness of the conclusions. In particular, methodological transparency, explicitation of the analytical process, the empirical richness of the findings, and clarification of the scientific positioning must be substantially improved. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? No If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Inclusive Physical education, Adapted Physical Activity, inclusive Education, Physical Literacy, Sport Psychology, Inclusive Sport I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Rakka Ob. Peer Review Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466678) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466678 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Beltran K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Mar 2026 | for Version 1 Kennedy Beltran , Central Bicol State University of Agriculture, Camarines Sur, Philippines 0 Views copyright © 2026 Beltran K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Thematic analysis must not be based on manual coding but rather through a reliable third-party application to avoid biases. Furthermore, avoid highly generated terms or phrases for the documents to be more grounded in technical novelty. Please revisit the entire document. In a focus group discussion, authors need to identify the number of participants. Thank you very much. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly References 1. Curriculum adaptation for learners with diverse learning needs: A case of South African inclusive rural schools authors. Competing Interests No competing interests were disclosed. Reviewer Expertise Strategic Planning and Public Policy; Development Studies; Education; Curriculum Studies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Beltran K. Peer Review Report For: Adapting Curriculum for Inclusive Education: Insights from Special Schools in Limpopo Province, South Africa [version 1; peer review: 2 approved with reservations] . F1000Research 2026, 15 :321 ( https://doi.org/10.5256/f1000research.190900.r466681) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/15-321/v1#referee-response-466681 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. 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