Identifying the Components of an Integrated Curriculum Approach to Enhance Academic Adjustment among Students with Learning Disabilities
Keywords:
Integrated Curriculum Components, An approach to improving academic adaptation for students, Learning disordersAbstract
The present study aimed to identify the components of an integrated curriculum approach for enhancing academic adjustment among students with learning disabilities and to develop a systematic framework for designing educational programs aligned with their needs. This applied qualitative study was conducted using a thematic analysis approach. The participants consisted of 17 experts in curriculum studies, educational sciences, and educational psychology who were involved in the field of learning disabilities in West Azerbaijan Province during the 2025–2026 academic year. Participants were selected through purposive sampling until theoretical saturation was achieved. Data were collected through in-depth semi-structured interviews and analyzed using open and axial coding based on the six-phase thematic analysis model proposed by Braun and Clarke. Participant review and transferability criteria were employed to enhance the credibility of the findings. Thematic analysis resulted in the identification of a ten-dimensional integrated curriculum framework for improving academic adjustment. The identified dimensions included rationale, objectives, content, learning activities, teacher role, materials and resources, scheduling, learning environment, assessment, and grouping. The findings indicated that an effective integrated curriculum for students with learning disabilities should be based on individualized, flexible, multisensory, collaborative, and feedback-oriented educational principles. The identified integrated curriculum framework provides a comprehensive foundation for promoting academic adjustment among students with learning disabilities. By moving beyond traditional and single-dimensional approaches, this model facilitates the development of students’ cognitive, practical, social, and cultural competencies and supports more inclusive and effective educational environments.
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