D. Study significance

1. Theoretical significance

The theoretical significance of this study is to disseminate modern concepts, such as that of the functional curriculum, among researchers, teachers and learners. Moreover, the study contributes to covering the shortcomings in the educational field with regard to the literature on the application of functional curricula for students with moderate intellectual disabilities.

2. Applied significance

The applied significance of this study is that it may result in producing an applied functional curriculum that accommodates the needs of students in intellectual education institutes. The said curriculum is based on organizing the educational content for students with intellectual disabilities who do not benefit from the adopted curricula. The aim is to facilitate their acquisition of functional life skills, and thus facilitate their access to community-based training and rehabilitation, as well as enhance their independence. Additionally, the functional curriculum seeks to provide teachers and families of students with intellectual disabilities with a reference guide that contributes to training them to identify students' functional needs and the strategy for achieving them. This curriculum may also constitute an accompanying or alternative curriculum for students with intellectual disabilities who attend general education schools and do not benefit from their curricula.