Abstract This study examines Malaysian primary special education teachers' perspectives on the ADAPT‐ED model, a structured framework for adapting English language learning materials for learners with disabilities. Grounded in constructivist and CLIL principles and derived from a previously validated eclectic checklist, the model comprises seven phases: Analyse, Design, Align, Prepare, Train, Evaluate and Develop. A quasi‐experimental design was employed with 60 teachers allocated to experimental and control groups. The experimental group received training and implemented ADAPT‐ED, while the control group continued existing practices. Data were collected through questionnaires, PKK2 quality assurance forms and semi‐structured interviews. Mann–Whitney U tests showed significant differences in perceptions of ADAPT‐ED (p < 0. 001, rᵣb = 0. 33), indicating a meaningful perceived benefit for systematic material adaptation. In contrast, the control group reported more positive views of AI‐generated prompt integration (p = 0. 005, rᵣb = 0. 29), highlighting practical challenges in AI use and the need for enhanced digital literacy support. PKK2 scores showed no significant differences (p = 0. 233), suggesting that observable changes in documented material quality may require longer implementation. Qualitative findings underscored ADAPT‐ED's role in strengthening reflective practice, professional development and inclusive material adaptation.
Basaruddin et al. (Wed,) studied this question.