ABSTRACT
Today’s Biology teachers of inclusive classrooms are facing difficulties in teaching learners with diverse educational needs. To meet the learners’ needs, teachers of biology are required to adapt the curriculum and implement different teaching strategies. An inclusive classroom is therefore one that gives preference to equal teaching and learning to all students to maximise success and interest to all students irrespective of their disabilities without any bias or negative perception. When a biology classroom is made up of students from various intellectual, family, socio-economic and cultural backgrounds, in a nutshell with varied disabilities, effective teaching and learning becomes challenging in an inclusive classroom. One of the solutions to this kind of educational problem is the adaptation of the biology curriculum to meet the various challenges of the learners with special needs in an inclusive classroom. When this is done, emphasises is place on leaning but not teaching (eclectic) to meet up the challenges of every learner. Adapting biology curriculum will therefore serve as a spring board for students with visual impairment to be motivated and develop interest in choosing a career in biology. This is because biology forms the foundation of many science professions in the world today. The study of science and biology in particular to students with visual impairments in secondary schools is also a call for concern in Africa and Cameroon in particular because every learner needs to know the function and the care of the human body in order to handle issues that concern development. The methods used were a traditional structured literature review with regards to the main variable of the study using Google scholar, reviewed of text books on the major themes, publications by foundations and institutions, technical and workshop reports, and conference proceedings were also consulted .The major findings of this study reveal that adapting the biology school biology in Cameroon motivates students with visual impairment to develop interest in the study of biology and science in general. The major recommendations are that all biology and science subjects’ teachers in secondary schools should adapt their curricula to meet the needs of all the learners in an inclusive classroom secondly the government should provide all secondary schools with resource centres to promote inclusion in secondary schools.
KEYWORDS: Adapting biology curriculum, students with visual impairment, special needs, biology and science career and inclusive education.