DIPLOMA IN PRIMARY TEACHER EDUCATION

(DPTE)

INCLUSIVE EDUCATION
CURRICULUM DESIGN

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 First Published in 2021

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or
transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or
otherwise, without the prior written permission of the publisher.

ISBN: 978-9966-31-999-9

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for education, training and
research meet the aspirations of the Kenya Constitution 2010 and the Kenya Vision 2030. In relation
to this, the Ministry of Education (MoE) seeks to ensure that policy documents developed are
consistent with the international education commitments and other conventions to which Kenya is a
signatory. The Competency Based Curriculum (CBC) calls for transformative and reflective teachers
who shall take advantage of existing opportunities to implement curricula in different learning
contexts. This, in turn, has implications for Pre-service Teacher Education (PTE).

Therefore, the Ministry of Education will upgrade the level of PTE for Primary School teachers to the
Diploma level to enable the student teachers achieve higher levels of professional and practical
competencies required to implement the reformed curriculum. The MoE is satisfied that the
Diploma in Primary Teacher Education (DPTE) programme has been developed with insights from
research findings, particularly the Needs Analysis for Teacher Education, international benchmarking
and sufficient stakeholder engagement. These insights have resulted in the conceptualization and
design of a PTE programme which aims to produce a competent teacher committed to nurturing
every learner's potential for sustainable development.

The MoE is also confident that the curriculum designs have been developed through a consultative
process that involved panelists, course panels and the Academic Committee which is presided over
by the MoE. It is important to note that the curriculum designs provide a link between the National
Goals of Education, the General Learning Outcomes for DPTE and the Specific Learning Outcomes for
each learning area. There are also a variety of suggested learning experiences, modes of assessment
and resources amongst other critical components. Implementers of the DPTE programmes shall
need to ensure that this link is upheld consistently to fulfil the vision of producing a professional,
reflective and ethical teacher.

It is my expectation that the DPTE curriculum designs will serve as valuable reference materials to
teacher educators and guide consistent implementation of PTE in all institutions in Kenya.

PROF. GEORGE A. O. MAGOHA, CBS

CABINET SECRETARY
MINISTRY OF EDUCATION

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PREFACE

The Sessional Paper No. I of 2019, Towards Realizing Quality, Relevant and Inclusive Education and
Training for Sustainable Development, is the policy framework for the Education Sector which seeks
to actualise the tenets of the Kenya Vision 2030. The social strategy for achieving Vision 2030
reiterates the need to invest in the People of Kenya, which necessitates modernisation of teacher
training as a key component. The Ministry of Education (MoE) recognises that ensuring a vital
human resource for quality teaching is the foundation of any successful education system. The
Sessional Paper explains the shift from a Content - Focused Curriculum for Basic Education to a
Competency Based Curriculum (CBC). This has necessitated the change in the Teacher Education
Curriculum to be in tandem with the aspirations of the nation.

To enable teachers to effectively their expected leading roles in curriculum implementation, there is
a need for adequate preparation during pre-service training in professionalism, content, pedagogy
and desirable values. Consequently, the curriculum designs for the Diploma in Primary Teacher
Education (DPTE) have provided courses that will enable the development of competencies
necessary to realise the vision and mission of the CBC as captured in the Basic Education Curriculum
Framework (KICD, 2017).

In these designs, Micro Teaching and Practicum have been given prominence in order to enhance
experiential learning with support from experienced teachers as mentors. Therefore, MoE is
convinced that DPTE curriculum designs shall facilitate production of competent teachers for Kenya,
the East African region and the rest of the world.

It is my hope that the Teacher Training Colleges will adhere to the guidelines in the designs to ensure
efficiency and consistency in Pre-service Teacher Education in Kenya.

DR. JULIUS O. JWAN, MBS

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION

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ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2018)
mandates the Institute to develop curricula and curriculum support materials for basic and tertiary
education and training, below the university. The curriculum development process for any level
involves thorough research, international benchmarking and robust stakeholder engagement.

Through this systematic and consultative process, the KICD conceptualised the Competency Based
Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF), that responds to
the demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, and
the Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable
Development Goals. Consistent with the CBC, the KICD has developed a Teacher Education
Curriculum Framework (TECF) which emphasises the need to adopt a Competency Based Teacher
Education (CBTE). Accordingly, the development of the Curriculum Designs for the Diploma in
Primary Teacher Education (DPTE) takes cognisance of the tenets of CBTE, key among them being
the need to ensure student teachers get opportunities to comprehensively engage with the content
for their target learners, the interactive pedagogies and socially acceptable values that would
nurture every learner’s potential. Therefore, a key feature of the curriculum design for each course is
the integration of content with pedagogy and provisions for experiential learning through sufficient
time for Micro – Teaching and the Practicum.

I wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators
who took part as panelists, the Semi-Autonomous Government Agencies (SAGAs) and
representatives of various stakeholders for their various roles in the development of the Teacher
Education curriculum designs.

I give special thanks to the Cabinet Secretary – Ministry of Education, the Principal Secretary –
State Department of Early Learning and Basic Education, the Secretary Teachers Service
Commission (TSC) and the Chief Executive Officer of the Kenya National Examinations Council
(KNEC) for their support in the process.

Finally, I am very grateful to the KICD Council for very consistent guidance in the process. I assure all
student teachers, teacher educators and other stakeholders that these Curriculum Designs will
effectively guide the implementation of the DPTE and lead to the graduation of competent teachers
who shall successfully implement the CBC in Kenya and internationally.

PROF. CHARLES O. ONG’ONDO

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS

FOREWORD i
TABLE OF CONTENTS iv
INTRODUCTION v
REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) vi
NATIONAL GOALS OF EDUCATION ix
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) x

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INTRODUCTION
The development of the curriculum for Diploma in Primary Teacher Education (DPTE) is a critical
milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum
designs herein have been developed to prepare the student teacher to be able to effectively guide
the learners at the Primary level of Basic Education.

It is envisaged that the teacher educator will guide the teacher trainee appropriately to embrace the
shift from the Objective-Based to the Competency Based Curriculum which is hinged on use of
learner-centred methodologies for realisation of the expected outcomes. In addition, the emphasis
on formative assessment to facilitate learning should be underscored as the basis for determining
learner aptitude and performance. Other key aspects that have been introduced include structured
micro-teaching, a longer period for the practicum and the introduction of specific Professional
Courses that ensure congruence with the CBC vision, mission, pillars and guiding principles as
enshrined in the Basic Education Curriculum Framework (KICD, 2017).

The DPTE seeks to develop the teacher to act as a facilitator in the learning process taking into
consideration the different abilities and learning styles of individual target learners. The curriculum
has been designed with emphasis on experiential and reflective learning to develop appropriate
pedagogical content knowledge; hence the emphasis on integrated content and pedagogy for the
student teachers while at college. This is to ensure that the teacher trainee is given adequate time to
practice how to facilitate learning of the different strands prescribed in the curriculum designs.

The Curriculum Designs for the Diploma in Primary Teacher Education (DPTE) are packaged
according to courses of training as follows:

Professional Learning areas Integrated Content and Pedagogy Learning

1. Child Development and Psychology areas
2. Curriculum Studies 1. English
3. Educational Resources 2. Kiswahili
4. ICT Integration in Education 3. Mathematics
5. Educational Assessment 4. Science and Technology
6. Communication and Research Skills 5. Agriculture
7. Inclusive Education 6. Home Science
8. Educational Leadership and 7. Religious Education: CRE/IRE/HRE
Management 8. Social Studies
9. Sociological and Philosophical 9. Physical and Health Education
Foundations of Education 10. Art and Craft
10. Historical and Comparative 11. Music
Foundations of Education 12. Indigenous Language
11. Micro Teaching 13. Foreign Languages: French/ Arabic/ German/
12. Practicum Mandarin (Chinese)/ KSL

REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

ENTRY REQUIREMENTS
The entry requirements for the Diploma in Primary Teacher Education (DPTE) shall be C Plain Mean

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Grade in the Kenya Certificate of Secondary Education examination (KCSE) or its equivalent (as
equated by the Kenya National Examinations Council (KNEC). The Special Needs Candidates (SNE)
could be admitted with C Minus (-) Grade in KCSE or equivalent for the respective Diplomas. This
refers to Candidates who have Special Needs

DURATION OF TRAINING
The duration for the Diploma in Primary Teacher Education (DPTE) shall be three years.

SUBJECTS OFFERED
The trainee undertaking the Diploma in Primary Teacher Education (DPTE) shall take ALL courses
specified in the DPTE curriculum; which includes Professional Courses and learning areas (subjects)
in Primary School Curriculum.

MICRO-TEACHING AND PRACTICUM

Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum; hence
a course design has been developed for it. There shall be two (2) school term practicum sessions for
which guidelines shall be developed.

AWARD OF DIPLOMA
To be awarded the Diploma in Primary Teacher Education, the candidate must achieve the following:
i) Complete the required hours for coursework and pass the stipulated assessment as
directed by the Kenya National Examinations Council (KNEC).
ii) Complete the required hours for the Practicum and pass the stipulated assessment as
directed by the Kenya National Examinations Council (KNEC).

Note: If the student fails to meet the requirements for award of the Diploma in Primary Teacher
Education he/she will be allowed to repeat the specific component or learning area failed

GRADING
The Diploma in Primary Teacher Education (DPTE) shall be graded as stipulated by the Kenya
National Examinations Council (KNEC).

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 TABLE 1: DISTRIBUTION OF PROFESSIONAL COURSES
SUBJECT TERM 1 TERM 2 TERM TERM TERM TERM Sub TERM 7 TERM TERM TOTAL
3 4 5 6 Total Micro 8 9 FOR COURSE
Teaching -
Subject
Practicals
PROFESSIONAL COURSES
1. Child Development and 10 10 10 10 10 10 60 PROFESSIONAL
Psychology COURSES
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in Education 10 10 10 30
5. Educational Assessment 10 10 10 30
6. Communication and Research 10 10 10 30
Skills
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 10 10 10 30
Management
9. Sociological and Philosophical 10 10 10 30
Foundations of Education
10. Historical and Comparative 10 10 10 30
Foundations of Education
11. Micro Teaching 30 30
SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hrs 40Hrs 420Hrs

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 TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)

SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 SUB TERM 7 TERM 8 TERM 9 TOTAL
TOTAL Micro FOR COURSE
Teaching -
Subject
Practicals
1 English 30 30 30 30 30 30 180 30 Practicum Practicum +
2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT&
3 Mathematics 30 30 30 30 30 30 180 30 300 Hours 300 Hours PEDAGOGY
4 Science and Technology 20 20 20 20 20 20 120 30 (SUBJECTS)
5 Agriculture 20 20 20 20 20 20 120 20 (1680 Hrs)
6 Home science 20 20 20 20 20 20 120 20
+
7 Religious Education:- 20 20 20 20 20 20 120 20
(CRE, IRE, HRE) PRACTICUM
(600Hrs)
8 Social Studies 20 20 20 20 20 20 120 20
9. Physical and Health 10 10 10 30 30 30 120 30
Education
10. Art and craft 10 30 30 10 20 20 120 20
11. Music 10 20 20 20 20 30 120 20
12. Indigenous Languages 10 20 20 20 30 20 120 20
13 Foreign Languages: 10 10 10 30 30 30 120 20
French/ Arabic/
German/ Mandarin
(Chinese)/ KSL
SUB TOTAL 230 Hrs 270 Hrs 270 Hrs 290 Hrs 310 Hrs 310 Hrs 1680 Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences
need not divide them. They must be able to live and interact as Kenyans. It is a paramount
duty of education to help young people acquire this sense of nationhood by removing
conflicts and promoting positive attitudes of mutual respect which enable them to live
together in harmony and foster patriotism in order to make a positive contribution to the
life of the nation.

ii) Promote the social, economic, technological and industrial needs for national
development.
Education should prepare the youth of the country to play an effective and productive role
in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships
which are necessary for the smooth progress of a rapidly developing modern economy.
There is bound to be a silent social revolution following in the wake of rapid
modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and
personal qualities that are required to support a growing economy. Kenya is building up
a modern and independent economy which is in need of an adequate and relevant
domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for
industrial development. Kenya recognizes the rapid industrial and technological
changes taking place, especially in the developed world. We can only be part of this
development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents
and personality. It should help children to develop their potential interests and abilities. A
vital aspect of individual development is the building of character.

iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will
enhance the acquisition of sound moral values and help children to grow up into
self-disciplined, self-reliant and integrated citizens.

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 v) Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within
an education system which provides equal educational opportunities for all. It should give
all children varied and challenging opportunities for collective activities and corporate
social service irrespective of gender, ability or geographical environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures
and their valid place in contemporary society. Children should be able to blend the best of
traditional values with the changing requirements that must follow rapid development in
order to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and
interdependent network of peoples and nations. Education should therefore lead the youth
of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to
avoid indulging in activities that will lead to physical or mental ill health. It should foster
positive attitudes towards environmental development and conservation. It should lead the
youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for primary school learners to emulate for
development of good citizenship
2. Communicate and collaborate effectively with learners, peers, parents and the community
to create a conducive learning environment.
3. Use appropriate pedagogical approaches to facilitate learning for primary school learners in
and out of the classroom
4. Apply inclusive practices to support all primary school learners including those with
disabilities and special educational needs
5. Employ ICT skills in the learning process to enhance digital literacy
6. Employ appropriate assessment approaches to promote effective learning
7. Identify and nurture learner’s potential and talents for appropriate placement and
transition into lower secondary education.
8. Develop environmental conservation skills in primary school learners to promote education
for sustainable development
9. Create innovative and effective solutions to challenges in the learning process.
10. Integrate pertinent and contemporary issues in learning to enable learners to cope with
daily challenges.

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ESSENCE STATEMENT

Inclusive education is a practice where the needs of diverse learners are catered for in the learning
setting regardless of gender, disability, ethnic, social, economic or cultural background. This unit
aims at equipping the teacher trainee with the general understanding of inclusive education as a
practice with a view of enabling the teacher trainee to acquire the knowledge, skills, attitudes and
values to support diverse learners in an inclusive learning environment.

The practice of inclusion is provided for in a number of International and National legal instruments
which include Universal Declaration of Human Rights (1948), Convention on the rights of the Child
(1981), Salamanca Statement and Framework for Action (1994), United Nations Convention on the
Rights of Persons with Disabilities (2006) and the Constitution of Kenya (2010). In addition, the
Sustainable Development Goal number 4 (SDG4) aims at ensuring inclusive and equitable education
for all, further the Basic Education Curriculum Framework (BCEF) 2016, adopts inclusivity and
diversity as one of the guiding principles under its pillars. This calls for the teacher trainee to be
adequately prepared with the competencies to plan, design and implement inclusion in the learning
settings.

The unit covers overview of inclusive education, categories of learners in an inclusive setting,
inclusive learning environment and barriers to inclusive education.

GENERAL LEARNING OUTCOMES

1. Apply concept, principles and legal Instruments for Inclusion as a best practice in provision of
education,
2. Recognize the different categories of Learners in an Inclusive setting with a view to institute
appropriate interventions for support
3. Demonstrate competencies in organizing the Learning environment and utilizing appropriate
learning strategies to cater for all learners
4. Apply the domains of Inclusion in implementing a successful Inclusive education programme.
5. Promote a barrier free environment to support implementation of inclusive education;
6. Desire to make the learning environment respond to the needs of all learners to enable them
participate, progress and succeed in learning.

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Strand Sub-strand Specific Learning Suggested Key Inquiry
Outcomes Learning Question
Experiences
1.0 Overview of 1.1 Background By the end of the Trainees 1. Why is
Inclusive to inclusive sub-strand, the ● Brainstorm in inclusive
Education Education. teacher trainee groups and education an
(2 hrs) should be able to; make important
a) explain some presentations component of
given concepts of on the meaning teacher
inclusion as a of the following education?
practice in terms and 2. How has
education; concepts; inclusive
b) Analyze terms inclusion, education
used in inclusive inclusive practice
education; education, promoted
c) Examine the integration, education for
importance of mainstreaming, all over the
studying inclusive used in inclusive years?
education as a education, least
component of restrictive
teacher environment
education; ● Discuss the
d) Trace the importance of
development of studying
inclusive inclusive
education as a education as a
practice of component of
promoting teacher
education for all; education and
e) Explore the make
characteristics of presentations.
inclusive ● Search online,
education as an discuss and
approach in make
provision of PowerPoint
education for all; presentations
f) Develop interest on the
in studying development of
inclusive inclusive
education as a education as a
practice in practice of
education; promoting
education for
all.
● Search online
and deliberate

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 in groups on the
characteristics
of inclusive
education as an
approach in
provision of
education for
all.
● Visit a learning
institution in the
neighbourhood
and document
observable
characteristics
of an inclusive
school.
Core-competencies to be developed:
● Communication and collaboration: achieved when trainees discuss in groups on the meaning
and characteristics of inclusive education and take turns in the presentation of groups’ findings.
● Learning to learn and reflective practice: enhanced as trainees search for information and share
experiences on inclusive practices.
● Digital literacy; enhanced when trainees use digital devices to search online for information on
the development of inclusive education as a practice of promoting education for all and make
PowerPoint presentations.
● Self-efficacy: achieved as trainees present acquired information to the class and receive positive
peer feedback.
Values: ·
Unity: Instilled through group interactions and collaborative learning.
Respect: enhanced through accommodating divergent views during brainstorming sessions and as
trainees take turns in discussions and presentations.
Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below

Indicator Expectations Expectations Expectations Expectations

Explaining given Skillfully researches Explains all the Inadequately Makes an

concepts of inclusion as widely and explains given concepts explains the attempt to
a practice in education. in details the given of inclusion as concept of explain the
concepts of practice in inclusion as concept of
inclusion as practice education. practice in inclusion as
in education. education. practice in
education.

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Analysing terms used in Elaborately analyses analyses the Gives a brief Gives inaccurate
inclusive education the terms used in terms used in explanation explanation of
inclusive education inclusive of some of most of the terms
education the terms used in inclusive
used in education.
inclusive
education.

Examining the Examines with analyses the explains the Briefly state the
importance of studying concrete importance of importance importance of
inclusive education as a justification the studying of studying studying inclusive
component of teacher importance of inclusive inclusive education as a
education. studying inclusive education as a education as component of
education as a component of a component teacher
component of teacher of teacher education
teacher education education education
with ease

Tracing the Critically traces Traces the Traces, Attempts to trace

development of through research development leaving out the development
inclusive education as a and documents’ of inclusive important of inclusive
practice of promoting review the education as a details, the education as a
education for all. development of practice of development practice of
inclusive education promoting of inclusive promoting
as a practice of education for education as education for all.
promoting all. a practice of
education for all promoting
education for
all.

Explore the Explore extensively Explore the State the Attempts to state
characteristics of and critique the characteristics characteristic some of the
inclusive education as characteristics of of inclusive s of inclusive characteristics of
an approach in inclusive education education as education as inclusive
provision of education as an approach in an approach in an approach education as an
for all. provision of provision of in provision approach in
education for all. education for of education provision of
all. for all. education for all.

Strand Sub-strand Specific Learning Suggested Learning Key

Outcomes Experiences Inquiry
Question

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1.2 Principles By the end of the Trainees How are
of Inclusive sub-strand, the ● Carry out library or the
Education teacher trainee online search, discuss principle
should be able to; and make PowerPoint s of
(1 hr ) a) Explore the presentations on the inclusive
principles of principles of inclusive educatio
inclusive education education. n applied
to promoting in
learning. ● Discuss and do a learning
b) Evaluate the write up on how each to meet
principles of of the following diverse
Inclusive education principles of inclusive needs of
in relation to education enhance learners?
different learning learning:
settings.
c) Apply the
− Recognize and
principles of
inclusive education embrace learners’
to meet the diverse diversity
needs of learners.
d) Embrace the − Provide accessible
principles of and usable learning
inclusive education resources and
in planning and environments
implementing
instruction.
− Design flexible
learning
experiences

− Represent diversity
in the curriculum

− Scaffold
underpinning
knowledge and
skills

− Build a community
of learners

− Assess equitably

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 − Feedback effectively

− Reflect on and
evaluate practice.

● model the
application of the
principles of
inclusive education
to meet the diverse
needs of learners

Core-competencies to be developed:
Pedagogical content knowledge: enhanced through trainees modelling application of the
principles of inclusive education during micro teaching sessions
Critical thinking and innovation: developed through trainees exploring ways of applying the
principles of inclusive education to meet the diverse needs.
Communication and collaboration: achieved when trainees discuss in groups on the principles of
inclusive education and take turns in the presentation of groups’ findings.
Digital literacy; Developed as trainees use digital devices to search online for information on
principles of inclusive education and make PowerPoint presentations.
Self-efficacy: achieved as trainees present acquired information to the class and receive positive
peer feedback.
Values:
Unity: instilled through working together in groups.
Respect: enhanced as trainees take turns in discussions, presentations and micro teaching.
Love: enhanced as trainees treat one another with dignity and exhibit sensitivity when giving
feedback to each other.
Suggested Assessment Rubric
Performance Exceeds Meets Approaches Below
Indicator Expectation Expectation Expectation Expectation

Exploring the Confidently Explores the Explains the States the

principles of explores and principles of principles of principles of
inclusive analyse the inclusive inclusive inclusive
education to principles of education to education to education to
promote inclusive education promote promote promote
learning. to promote learning. learning. learning.
learning.
Evaluating the Critically evaluates Evaluates the Evaluates some Attempts to
principles of the principles of principles of of the evaluate some of
Inclusive Inclusive education Inclusive principles of the principles of
education in in relation to education in Inclusive Inclusive
relation to different learning relation to education in education in
different settings. relation to relation to

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learning different learning different different learning
settings. settings. learning settings.
settings.
Applying the Applies the Applies the Applies some Attempts to apply
principles of principles of principles of of the some of the
inclusive inclusive education inclusive principles of principles of
education to to meet the diverse education to inclusive inclusive
meet the needs of learners meet the diverse education to education to meet
diverse needs and evaluate their needs of learners. meet the the diverse needs
of learners. impact on inclusion diverse needs of learners.
of all learners with of some
ease learners.
Strand Sub-strand Specific Learning Suggested Key Inquiry Question
Outcomes Learning
Experiences
1.3 Legal By the end of the Trainees 1. To what extent
Framework sub-strand, the ● Conduct online have the provisions
teacher trainee or library search, of the legal
(1 hr) should be able to; analyse and instruments
a) Analyse make implemented in
international, presentations on different learning
regional and the international, settings in Kenya?
national legal regional and
instruments that national legal 2. How are the
support instruments that provisions of the
implementation support legal instruments
of inclusive implementation applied in planning
education. of inclusive and implementing
b) Evaluate the education. learning?
extent to which ● Conduct an
the provisions of online research
the legal to determine the
instruments have extent to which
been the provisions of
implemented in the legal
different learning instruments have
settings been
c) Apply the implemented in
provisions of different learning
legal instruments settings in Kenya.
in planning and Trainees to share
implementing their findings.
learning. ● visit schools in
d) Appreciate the
provisions of the neighbourhood
legal instruments and observe how
as a basis of best the provisions of

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 practices in the legal
education. instruments on
inclusive
education are
applied in the
learning process.

Core-competencies to be developed:
Learning to Learn and Reflective Practice – developed as teacher trainees’ conduct online and
library search on the international, regional and national legal instruments that support
implementation of inclusive education.
Pedagogical Content Knowledge – enhanced as the teacher trainees acquire knowledge and skills
on how to apply provisions of legal instruments in planning and implementing learning.
Communication and Collaboration – as teacher trainees share ideas on the extent to which the
provisions of the legal instruments have been implemented in different learning settings in Kenya.
Values:
Social justice is enhanced as teacher trainees brainstorm and explore the international, regional and
national legal instruments that support implementation of inclusive education and apply the
provisions therein to ensure inclusion for all learners. .
Peace is enhanced as teacher trainees share ideas on the extent to which the provisions of the legal
instruments have been implemented in different learning settings in Kenya.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Analysing Critically analyses Analyses Analyses some Attempts to

international, international, international, international, analyse some
regional and regional and regional and regional and regional and
national legal national legal national legal national legal national legal
instruments that instruments that instruments that instruments that instruments that
support support support support support
implementation of implementation of implementation implementation implementation
inclusive education. inclusive education of inclusive of inclusive of inclusive
and points out education. education. education.
possible gaps.
Evaluating the Confidently Evaluates the Explains to some Attempts to
extent to which the evaluates the extent to which the extent to state the extent
provisions of the extent to which the provisions of which the to which the
legal instruments the provisions of the legal provisions of the provisions of the
have been the legal instruments legal legal
implemented in instruments have have been instruments instruments

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different learning been implemented implemented in have been have been
settings in different different implemented in implemented in
learning settings learning settings different different
learning settings learning settings
Applying the Applies the Applies the Applies some of Attempts to
provisions of legal provisions of legal provisions of the provisions of apply the
instruments in instruments in legal legal provisions of
planning and planning and instruments in instruments in legal
implementing implementing planning and planning and instruments in
learning. learning with ease. implementing implementing planning and
learning. learning. implementing
learning only
when prompted
to do so.

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Strand Sub-Strand Specific Learning Suggested learning Key enquiry
Outcomes experiences question
2.0 Categories of 2.1 Learners By the end of the ● Trainees watch
Learners in an who are sub-strand the videos and
Inclusive setting. Gifted and teacher trainee brainstorm on
talented. should be able to; gifted and
a) Explain the talented
1 hr characteristics of learners, noting
children who are their
gifted and characteristics
talented for and indicating
identification. the difference
b) Explore the between
instructional giftedness and
strategies for talentedness
facilitating ● Trainees research
learning to and write a
learners who are paper on how
gifted and the
talented. characteristics of
c) Plan for gifted and
intervention to talented affect
support learners learning.
who are gifted ● In groups,
and talented to trainees search
progress in an online and
inclusive learning discuss the
setting. instructional
d) Model a micro strategies for
lesson on facilitating
facilitating learning to
learning to learners who are
learners who are gifted and
gifted and talented in an
talented in an inclusive setting.
inclusive setting. ● Trainees search
e) Enjoy facilitating online for ways
learning to of differentiating
learners who are learning for
gifted and learners who are
talented in an gifted and
inclusive setting. talented in an
inclusive setting.
● Trainees plan and
model lessons
taking into
consideration
differentiation

Page | 9
 for learners who
are gifted and
talented in an
inclusive setting.
Core
Competencies to
be developed
Creativity and
innovation:
enhanced as the
teacher trainees
adapt and apply
instructional
strategies for
facilitating learning
to learners who are
gifted and talented
in an inclusive
setting.
Pedagogical
content
knowledge:
developed as the
teacher trainees
plan and model
lessons t
Communication
and collaboration:
developed as the
teacher trainees
interact with peers
in discussions and
presentations
characteristics of
learners who are
gifted and
talented.
Learning to Learn
and Reflective
Practice –
enhanced as
teacher trainees
conduct research
and make short
notes.
Self-efficacy:
acquired as

Page | 10
 trainees
successfully applies
appropriate
strategies for
facilitating learning
to learners who are
gifted and talented
in an inclusive
setting.
Values
Unity: inculcated
as the teacher
trainees
collaborate during
micro teaching
sessions.
Respect:
developed as the
teacher trainees
accommodates
divergent views
within the groups.

Suggested Formative Assessment Rubric

Level Exceeds expectations Meets Approaches Below
expectations expectations expectations
Indicator
Explaining the Explains and analyses Explains the Explains some State just a few
characteristics the characteristics of characteristics of of the characteristics
of children children who are children who are characteristics of children who
who are gifted gifted and talented gifted and of children who are gifted and
and talented. and distinguishes talented. are gifted and talented.
giftedness from talented.
talentedness.
Exploring the Explores and critically Explores the Explores some Attempts to
instructional analyses the instructional of the explain some of
strategies for instructional strategies for instructional the instructional
facilitating strategies for facilitating strategies for strategies for
learning to facilitating learning to learning to facilitating facilitating
learners who learners who are learners who are learning to learning to
are gifted and gifted and talented in gifted and learners who learners who
talented in an an inclusive setting. talented in an are gifted and are gifted and
inclusive inclusive setting. talented in an talented in an
setting. inclusive setting. inclusive setting.

Page | 11
Planning for Elaborately designs a Plans for Highlights Attempts with
intervention to detailed and effective intervention to components of prompts to
support plan for intervention support learners an intervention come up with
learners who to support learners who are gifted plan to support an intervention
are gifted and who are gifted and and talented to learners who plan to support
talented to talented to progress progress in an are gifted and learners who
progress in an in an inclusive inclusive learning talented to are gifted and
inclusive learning setting. setting. progress in an talented to
learning inclusive progress in an
setting. learning setting. inclusive
learning setting.
Modelling a Creatively models and Models a micro Models a micro Attempts with
micro lesson self-critique a micro lesson on lesson on prompts to
on facilitating lesson on facilitating facilitating facilitating model a micro
learning to learning to learners learning to learning to lesson on
learners who who are gifted and learners who are learners who facilitating
are gifted and talented in an gifted and are gifted and learning to
talented in an inclusive setting. talented in an talented in an learners who
inclusive inclusive setting. inclusive setting are gifted and
setting. with some talented in an
challenges. . inclusive setting.

Strand Sub-Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Question(s)

Page | 12
 Experiences
2.2. Learners By the end of the Trainees 1.Why do
living under sub-strand the teacher ● conduct online learners
difficult trainee should be able or library search, living under
circumstances. to; discuss and make difficult
(1 hr) a) Identify categories of PowerPoint circumstanc
learners living under presentations on es require
difficult the following specialized
circumstances categories of support?
b) Explore the factors learners living 2.How are
that lead children to under difficult learners
live under difficult circumstances: living in
circumstances. difficult
− Orphans
c) Examine support circumstanc
services that learners − Homeless es
who live under children supported
difficult in learning
circumstances require − Abandoned in an
to participate in children inclusive
learning setting?
− Refugee
d) Implement plans that
are geared towards children
enhancing learning − Street
among learners living children
under difficult
circumstances. − Working
e) Appreciate learners children
who live under
− Children
difficult
circumstances as affected by
equal members of wars and
the community. conflict
− Children
affected by
natural
disasters
− Children
affected or
infected by
HIV and Aids
− Children
suffering from
chronic and
terminal
diseases

Page | 13
 − Children in
conflict with
law
− Children who
are victims of
crime
● Watch relevant
videos, search
online, discuss
and document
factors that lead
children to live
under difficult
circumstances
and to share
their findings
with peers.
● visit centres or
institutions
within the
community
which care for
children living in
difficult
circumstances
and write a
paper on
various support
services that are
provided
● Search online
and make
presentations
on support
services that
learners who
live under
difficult
circumstances
require to
participate in
learning in an
inclusive
setting.
● Discuss and
come up with

Page | 14
 an action plan
on how to
support
learners living in
difficult
circumstances
to participate in
learning in an
inclusive setting
and share the
action plan with
relevant service
providers.
● Participate in
implementing
the action plans
within a
learning
institution
during
practicum.
Core Competencies to be developed:
Communication and Collaboration; developed as trainees the action plans with relevant
stakeholders.
Self-efficacy; enhanced as trainees participate in implementing action plan to support learners
living under difficult circumstances
Learning to learn and Reflective Practice: developed as trainees research to determine the
support services available for learners living under difficult circumstances.
Digital Literacy: enhanced as trainees search for information online and make PowerPoint
presentations;
Pedagogical Content Knowledge: enhanced as trainees develop and implement action plans to
support learners living under difficult circumstances.
Educational Leadership and Citizenship; developed as trainees initiate action plans and share
them with other service providers
Link to values:
Respect is enhanced as trainees take time to listen to and accommodate the views of others
during discussion
Unity is inculcated as trainees work harmoniously in groups.
Social justice is developed as trainees deliberate on ways of including learners living under
difficult circumstances in mainstream learning.

Page | 15
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Identifying Confidently Identifies Identifies Identifies one or

categories of identifies and categories of some of the two categories of
learners living highlights the learners living categories of learners living
under difficult characteristics of under difficult learners living under difficult
circumstances. various categories of circumstances. under difficult circumstances.
learners living under circumstances
difficult .
circumstances.
Exploring the Critically explores Explores the Outlines some State some of the
factors that lead factors that lead factors that lead of the factors factors that lead
children to live children to live children to live that lead children to live
under difficult under difficult under difficult children to under difficult
circumstances. circumstances. circumstances. live under circumstances
difficult leaving out
circumstances important
. details.
Examining support Examines critically Examines identifies Attempts to
services that support services that support services some support identify just a
learners who live learners who live that learners services that few support
under difficult under difficult who live under learners who services that
circumstances circumstances difficult live under learners who live
require to require to circumstances difficult under difficult
participate in participate in require to circumstances circumstances
learning learning participate in require to require to
learning participate in participate in
learning learning
Implementing Develops and Implements Make some Seeks peer
plans that are innovatively plans that are effort to support to
geared towards implements plans geared towards implement implement plans
enhancing that are geared enhancing plans that are that are geared
learning among towards enhancing learning among geared towards
learners living learning among learners living towards enhancing
under difficult learners living under under difficult enhancing learning among
circumstances. difficult circumstances. learning learners living
circumstances. among under difficult
learners living circumstances.

Page | 16
 under difficult
circumstances

Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Question(s)
2.3. Children By the end of the Trainees 1.Why is it
from affluent sub-strand, the ● Brainstorm and crucial to
families. teacher trainee make notes on the identify
(1 hr ) should be able to; needs of learners learning
a) Identify the needs from affluent needs of a
of learners from families. learner
affluent families ● From the needs from an
b) Explore the factors identified, discuss affluent
that may affect appropriate family?
learning among interventions 2.How are
learners from required to children
affluent families. support learners from
c) Examine support from affluent affluent
services that families in an families
learners from inclusive setting. supported
affluent families ● Search online, in learning
may require to discuss and make in an
participate in presentations on inclusive
learning the factors that setting?
d) Implement plans may affect
that are geared learning among
towards learners from
enhancing affluent families.
learning among ● Engage with a
learners from resource person in
affluent families. discussing support
e) Appreciate the services that
need to support learners from
learners from affluent families
affluent families to may require to
learn participate in
harmoniously with learning in an
peers in an inclusive setting.
inclusive setting. ● Design and
implement a plan
geared towards
enhancing
learning among
learners from
affluent families.

Page | 17
Core Competencies to be developed:
Critical Thinking and Problem Solving; developed as design appropriate plans for enhancing
learning among learners from affluent families.
Learning to learn and Reflective Practice; developed as trainees search for information on the
needs of learners from affluent families and establish appropriate interventions.
Digital Literacy; enhanced as trainees digital devices to search online for factors that may affect
learning among learners from affluent families.
Pedagogical Content Knowledge; developed as the trainees discuss support services that learners
from affluent families may require and implement intervention plans.
Link to values:
Unity and love enhanced as trainees discuss and share information freely.
Respect is developed as trainees take turns in performing tasks in groups and in making
presentations.
Responsibility is enhanced as trainees initiate programmes to support learners from affluent
families fit in an inclusive setting.
Social justice is ensured as trainees implement programmes aimed at eliminating exclusion in the
learning process

Suggested Formative Assessment Rubric

Level Exceeds expectations Meets expectations Approaches Below
Indicator expectations expectations

Identifying the Uses existing Identifies the needs Identifies Attempts to

needs of learners literature and real of learners from some of the state some of
from affluent experiences to affluent families. needs of the needs of
families. identify the needs of learners from learners from
learners from affluent affluent
affluent families with families. families.
ease
Exploring the Critically explores the Explores the factors Explores some Highlights
factors that may factors that may that may affect of the factors just a few
affect learning affect learning learning among that may factors that
among learners among learners from learners from affect learning affect
from affluent affluent families and affluent families. among learning
families. suggests possible learners from among
interventions. affluent learners from
families. affluent
families.

Examining support Comprehensively Examines support Examines with Highlights

services that examines support services that inadequate some of the
learners from services that learners learners from information support
affluent families from affluent families affluent families some support services that

Page | 18
may require to may require to may require to services that learners from
participate in participate in participate in learners from affluent
learning in an learning in an learning in an affluent families may
inclusive setting. inclusive setting. inclusive setting. families may require to
require to participate in
participate in learning in an
learning in an inclusive
inclusive setting only
setting. when given
hints.
Implementing plans Creatively Implements plans Implements Rely on peer
that are geared implements and that are geared plans that are support to
towards enhancing evaluates plans that towards enhancing geared Implement
learning among are geared towards learning among towards plans that are
learners from enhancing learning learners from enhancing geared
affluent families. among learners from affluent families. learning towards
affluent families. among enhancing
learners from learning
affluent among
families learners from
leaving out affluent
some crucial families.
steps.

Page | 19
Strand Sub-Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Question(s)
Experiences
2.4 Learners By the end of the Trainees 1.How can
with sub-strand, the ● Watch a video you tell a
Disabilities-Vi teacher trainee depicting learner has
sual should be able to; learners with visual
Impairments. a) explore the visual impairment
characteristics of impairments in ?
3 hrs learners with class and note 2.Why do
visual down unique learners
impairment from characteristics of with visual
low vision to learners with low impairment
those with vision and those experience
blindness; who blind learning
b) examine the observed. challenges
unique skills Trainees to share in an
necessary for and discuss their inclusive
learners with findings with setting?
visual peers.
impairment to ● Engage a
function in an resource person
inclusive setting; who has visual
c) explore the impairment to
instructional discuss the
strategies for unique skills
facilitating necessary for
learning to learners with
learners with visual
visual impairment to
impairment; function in an
d) identify learning inclusive setting.
resources used ● Conduct online
by learners with or library search,
visual discuss and make
impairment; PowerPoint
e) practice reading presentations on
and writing basic the instructional
English, strategies for
Mathematics facilitating
and Kiswahili learning to
braille; learners with
f) develop the visual
desire to support Impairment in an
learners with inclusive setting.

Page | 20
 visual ● Identify and
impairment in an design learning
inclusive setting. resources for
learners with
visual
impairment
such as tactile
charts and
maps,
● Identify braille
dots and
contractions.
● To be guided to
read and write
basic English,
mathematics
and Kiswahili.
● Practice
transcribing
printed
information into
text.
Core Competencies to be developed:
Creativity and Innovation; developed as trainees design learning resources for learners with
visual impairment
Learning to learn and Reflective Practice; enhanced as trainees conduct online and library
search for instructional strategies for facilitating learning to learners with visual Impairment in an
inclusive setting.
Digital Literacy; developed as trainees conduct online search for relevant information, download
videos from YouTube and make PowerPoint presentations on
Pedagogical Content Knowledge: developed as trainees master how to write and read basic
braille and transcribe print to braille for accessibility by learners with visual impairment.
Educational Leadership and Citizenship; developed as trainees engage resource persons to
discuss salient issues
Values:
Unity is developed as trainees carry out activities in groups.
Peace is enhanced as trainees accommodate others during discussions and group activities.
Respect is developed as trainees take turns in discussions and respect the opinions of others.
Social justice is developed as trainees accommodate learners with diverse needs in an inclusive
setting.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Exploring the Explores Explores the Highlights some State few

characteristics of comprehensively characteristics of of the characteristics of

Page | 21
learners with the characteristics learners with characteristics of learners with
visual of learners with visual learners with visual
impairment to visual impairment impairment to visual impairment
identify learners with clear identify learners impairment to without
with low vision distinction with low vision identify learners differentiating
and those with between learners and those with with low vision learners with low
blindness. with low vision and blindness. and those with vision from those
those with blindness. with blindness.
blindness.
Examining the Critically examines Examines the Identifies some State briefly
unique skills the unique skills unique skills of the unique some of the
necessary for necessary for necessary for skills necessary unique skills
learners with learners with visual learners with for learners with necessary for
visual impairment to visual visual learners with
impairment to function in an impairment to impairment to visual
function in an inclusive setting function in an function in an impairment to
inclusive setting inclusive setting. inclusive setting function in an
inclusive setting
Exploring the Explores Explores the Highlights some attempts to state
instructional comprehensively instructional of the some of the
strategies for the instructional strategies for instructional instructional
facilitating strategies for facilitating strategies for strategies for
learning to facilitating learning learning to facilitating facilitating
learners with to learners with learners with learning to learning to
visual visual impairment visual learners with learners with
impairment in an in an inclusive impairment in an visual visual
inclusive setting. setting. inclusive setting. impairment in an impairment in an
inclusive setting. inclusive setting.

Identifying Identifies and Identifies Identifies some Identifies just a

learning creatively develop learning of the learning few of the
resources used learning resources resources used resources used learning
by learners with used by learners by learners with by learners with resources used
visual with visual visual visual by learners with
impairment impairment impairment impairment visual
impairment
Reading and Reads and writes Reads and writes Reads and writes Attempts to read
writing basic basic English, basic English, basic English and write basic
English, mathematics and mathematics and braille but has English only.
mathematics and Kiswahili, braille Kiswahili braille. difficulty in
Kiswahili braille. fluently and mathematics and
transcribes print Kiswahili braille
into braille with
ease

Page | 22
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)

2.4.2 By the end of the Trainees 1. How can you

Learners with sub-strand the teacher ● Visit a school distinguish
Hearing trainee should be able with learners learners who
Impairments. to; who have hearing are hard of
a) Explore the impairment, hearing from
(3 hrs) characteristics of interact with those who
learners with hearing them and are deaf?
impairment to document 2. Why should
identify learners who observable a teacher
are hard of hearing characteristics of trainee learn
and those with learners who are basic sign
deafness. hard of hearing language?
b) Examine the unique and those with
skills necessary for deafness.
learners with hearing ● Read and
impairment to brainstorm on
function in an the unique skills
inclusive setting. necessary for
c) Explore the learners with
instructional hearing
strategies for impairment to
facilitating learning to function in an
learners with hearing inclusive setting.
impairment ● Conduct online or
d) Identify learning library search,
resources used by discuss and make
learners with hearing presentations on
impairment. instructional
e) Use basic sign strategies for
language skills to facilitating
support learners with learning to
hearing impairment. learners with
f) Develop interest in hearing
supporting learners impairment in an
with hearing inclusive setting.
impairment in an ● Identify and
inclusive setting. develop learning
resources to be
used by learners
with hearing
impairment in
the learning
process.

Page | 23
 ● To be guided to
learn basic sign
language.
● To plan and
model a lesson
using sign
language and get
peer feedback.
● Use basic sign
language skills to
support learners
with hearing
impairment in
the learning
process during
practicum.
Core Competencies to be developed:
Communication and Collaboration: enhanced as trainees engage in group discussion and use
sign language to communicate. .
Self-efficacy; developed as trainees communicate effectively with learners who have hearing
impairment learn using sign language.
Learning to learn and Reflective Practice; developed as trainees conduct online and library
search and discuss instructional strategies for facilitating learning to learners with hearing
impairment
Pedagogical Content Knowledge; enhanced as trainees learn and use basic sign language skills to
support learners with hearing impairment in the learning process.
Assessment Competency; developed as trainees conduct self and peer assessment when
modelling lessons using basic sign language.
Values
Unity is developed as trainees share information in groups.
Respect is developed as trainees receive and give positive feedback to their peers.
Social justice is enhanced as trainees ensure inclusion of all learners in learning.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
expectations expectations expectations expectations
Indicator
Exploring the Explores critically Explores the Explores some Attempts to
characteristics the characteristics of the explain some of
of learners with characteristics of of learners with characteristics of the characteristics
hearing learners with hearing learners with of learners with
impairment to hearing impairment to hearing hearing
identify learners impairment identify learners impairment. impairment.
who are hard of distinguishing who are hard of
hearing and between learners hearing and
those with who are hard those with
deafness. hearing and deafness.

Page | 24
 those with
deafness.
Examining the Confidently Examines the Highlights some Briefly states some
unique skills examines the unique skills of the unique of the unique skills
necessary for unique skills necessary for skills necessary necessary for
learners with necessary for learners with for learners with learners with
hearing learners with hearing hearing hearing
impairment to hearing impairment to impairment to impairment to
function in an impairment to function in an function in an function in an
inclusive setting. function in an inclusive setting. inclusive setting. inclusive setting.
inclusive setting.
Exploring the Critically explores Explores the Highlights some states only a few
instructional and gives a instructional of the of the
strategies for detailed account strategies for instructional instructional
facilitating of the facilitating strategies for strategies for
learning to instructional learning to facilitating facilitating
learners with strategies for learners with learning to learning to
hearing facilitating hearing learners with learners with
impairment learning to impairment. hearing hearing
learners with impairment impairment
hearing
impairment
Identifying Identifies and Identifies Identifies some Identifies just a
learning creatively designs learning of the learning few of the learning
resources used learning resources used resources used resources used by
by learners with resources used by learners with by learners with learners with
hearing by learners with hearing hearing hearing
impairment hearing impairment impairment impairment.
impairment
Using basic sign Confidently use Uses basic sign Uses very few Attempts with
language skills basic sign language skills signed words significant
to support language fluently to support and expressions difficulty to use
learners with to communicate learners with to pass basic sign
hearing and support hearing messages to language skills.
impairment in learners with impairment in learners with
the learning hearing the learning hearing
process. impairment in process. impairment.
the learning
process.

Page | 25
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
2.4.3 Learners By the end of the Trainees 1.How does
with physical sub-strand the ● Watch videos and read physical
Impairments. teacher trainee about characteristics of impairme
should be able to; the different categories nt affect
(1 hr) a) explore the of learners with learning in
characteristics of physical impairment. an
the different Trainees share their inclusive
categories of findings with peers. setting?
learners with ● Discuss and make 2.How are
physical presentations on learners
impairment. unique skills necessary with
b) examine the for learners with physical
unique skills Physical impairment to impairme
necessary for function in an inclusive nts
learners with setting. They may visit a supported
physical school with learners to learn in
impairment to who have physical an
function in an impairments in the inclusive
inclusive setting. neighbourhood and setting?
c) explore the observe some of these
instructional unique skills.
strategies for ● Conduct online or
facilitating library search, discuss
learning to and make PowerPoint
learners with presentations on
physical instructional strategies
impairments. for facilitating learning
d) identify learning to learners with
and mobility Physical impairments in
resources used by an inclusive setting.
learners with ● Identify develop and
physical adapt learning
impairment. resources to be used by
e) develop interest in learners with physical
supporting impairment in the
learners with learning process
physical ● Search online for
impairment in an mobility and other
inclusive setting. assistive devices and
technologies required
by learners with
physical impairments to
learn in an inclusive
setting.

Page | 26
Core Competencies to be developed:
Communication and Collaboration: enhanced as trainees engage in group discussion and interacts
with teachers and learners with physical impairments
Learning to learn and Reflective Practice; developed as trainees conduct online and library search
and discuss instructional strategies for facilitating learning to learners with physical impairments
Pedagogical Content Knowledge; enhanced as trainees adapt and develop learning resources for
learners with physical impairment in the learning process.
Values
Love is enhanced as trainees appreciate unique skills in learners with physical impairments. .
Respect is developed as trainees take turns in group activities and positive feedback to their peers.
Social justice is enhanced as trainees ensure inclusion of all learners in learning.
Responsibility is developed as trainees ensure learners with physical impairments are adequately
supported to learn in an inclusive setting.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below expectations
expectations expectations expectations
Indicator
Exploring the Explores Explores the Explains Makes reference to
characteristics of exhaustively from characteristics of some of the existing literature to
the different different sources different categories characteristi state the
categories of and documents of learners with cs of characteristics of
learners with characteristics of physical different different categories
physical different impairment. categories of of learners with
impairment. categories of learners with physical impairment.
learners with physical
physical impairment.
impairment.
Examining the Critically and Examines the Examines Attempts to identify
unique skills comprehensively unique skills some of the the unique skills
necessary for examines the necessary for unique skills necessary for
learners with unique skills learners with necessary for learners with
Physical necessary for Physical learners with Physical impairment
impairment to learners with impairment to Physical to function in an
function in an Physical function in an impairment inclusive setting.
inclusive setting. impairment to inclusive setting. to function
function in an in an
inclusive setting. inclusive
setting.
Exploring the Explores and Explores the Explores State some of the
instructional critiques the instructional with some instructional
strategies for instructional strategies for degree of strategies for
facilitating strategies for facilitating learning accuracy the facilitating learning
learning to facilitating to learners with instructional to learners with
learners with learning to Physical strategies for Physical

Page | 27
Physical learners with impairments in an facilitating impairments in an
impairments Physical inclusive setting. learning to inclusive setting
impairments in an learners with when prompted.
inclusive setting Physical
with ease impairments
in an
inclusive
setting.
Identifying Excellently Identifies learning Identifies Identifies a few
learning and identifies and and mobility some learning resources
mobility develops learning resources used by learning used by learners
resources used and mobility learners with resources or with physical
by learners with resources used by physical mobility impairment in the
physical learners with impairment in the devices used learning process.
impairment in physical learning process. by learners
the learning impairment in the with physical
process. learning process. impairment
in the
learning
process.

Page | 28
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)

2.4.4 By the end of the Trainees Why do

Learners with sub-strand the ● Search online, discuss learners
intellectual teacher trainee and make notes on with
Disability. should be able to; the characteristics of intellectual
(2 hrs) a) Explore the learners with disability
characteristics of intellectual disability. need to be
learners with ● Brainstorm on how equipped
intellectual these characteristics with
Disability for affect learning in an adaptive
identification. inclusive setting. skills?
b) Examine the ● Read and discuss the
adaptive skills adaptive skills
necessary for necessary for learners
learners with with intellectual
intellectual Disability to function
Disability to in an inclusive
function in an setting.
inclusive setting. ● Watch videos, search
c) Explore the online and discuss
instructional the instructional
strategies for strategies for
facilitating facilitating learning to
learning to learners with
learners with intellectual disability
intellectual in an inclusive
disability. setting.
d) Identify learning ● Search online to
resources used by identify learning
learners with resources used by
intellectual learners with
Disability. intellectual disability
e) Use basic in the learning
alternative and process and use their
augmentative creativity to develop
communication appropriate
skills to support resources.
learners with ● Visit a school with
Intellectual learners who have
disability intellectual disability,
f) Appreciate observe and
working with document alternative
learners with and augmentative
intellectual communication skills
used to support

Page | 29
 disability in an learners with
inclusive setting. Intellectual disability.
● Practice using basic
alternative and
augmentative
communication skills
to support learners
with Intellectual
disability in an
inclusive setting
during practicum.
Core Competencies to be developed:
Communication and Collaboration; developed as trainees brainstorm on how the characteristics of
learners with intellectual disability affect learning in an inclusive setting.
Creativity and Innovation; developed as trainees use their creativity to develop appropriate
resources to facilitate learning to learners with intellectual disability.
Learning to learn and Reflective Practice; enhanced as trainees visit a school with learners who
have intellectual disability, observe and document alternative and augmentative communication
skills used to support learners with Intellectual disability.
Digital Literacy; enhanced as trainees search online, download and watch videos on instructional
strategies for facilitating learning to learners with intellectual disability in an inclusive setting
Pedagogical Content Knowledge; developed as trainees practice using basic alternative and
augmentative communication skills to support learners with Intellectual disability in an
Values:
Unity is enhanced as trainees collaborate in group discussions,
Peace is developed as trainees harmoniously work together in group activities.
Respect is enhanced as trainees accommodate each other's views.
Social justice is enhanced as trainees learn how to communicate with learners using augmentative
and alternative communication modes to avoid excluding them.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Exploring the Exhaustively Explores the Explores some Highlights only

characteristics of explores the characteristics of of the a few
learners with characteristics of learners with characteristics characteristics
intellectual learners with intellectual of learners of learners with
disability. intellectual disability. with intellectual
disability. intellectual disability.
disability.

Page | 30
 Examining the Critically examines Examines the Explains briefly State some of
adaptive skills the adaptive skills adaptive skills the adaptive the adaptive
necessary for necessary for necessary for skills necessary skills necessary
learners with learners with learners with for learners for learners with
intellectual intellectual disability intellectual with intellectual
disability to to function in an disability to intellectual disability to
function in an inclusive setting. function in an disability to function in an
inclusive setting. inclusive setting. function in an inclusive setting.
inclusive
setting.
Explores the Extensively Explores the Explains make reference
instructional researches to instructional remotely the to notes to
strategies for explore the strategies for instructional identify the
facilitating learning instructional facilitating strategies for instructional
to learners with strategies for learning to facilitating strategies for
intellectual facilitating learning learners with learning to facilitating
disability in an to learners with intellectual learners with learning to
inclusive setting intellectual disability disability in an intellectual learners with
in an inclusive inclusive setting. disability in an intellectual
setting inclusive disability in an
setting inclusive setting
Identifies learning Identifies and Identifies Identifies Identifies just a
resources used by creatively designs learning some of the few learning
learners with learning resources resources used learning resources used
intellectual used by learners by learners with resources used by learners with
disability with intellectual intellectual by learners intellectual
disability disability in the with disability in the
learning process intellectual learning process
disability in the
learning
process
Uses basic Exhibits exceptional Uses basic Basic Attempts to use
alternative and skills in using basic alternative and alternative and basic alternative
augmentative alternative and augmentative augmentative and
communication augmentative communication communicatio augmentative
skills to support communication skills skills to support n skills to pass communication
learners with to support learners learners simple skills to pass
Intellectual with intellectual with intellectual messages to simple
disabilities in an disability in an disability in an learners with messages to
inclusive setting. inclusive setting. inclusive setting. intellectual learners with
disability. Intellectual
disability.

Page | 31
Strand Sub-Strand Specific Learning Suggested learning Key inquiry
Outcomes experiences questions
2.4.5 By the end of the Trainees 1.How can you
Learners with sub-strand the teacher ● Conduct online or identify a
autism. trainee should be able library search, learner with
(2 hrs ) to; discuss and make autism?
a) Explore the PowerPoint 2.How can you
characteristics of presentations on adapt learning
learners with autism the characteristics resources to
for identification. of learners with suit learners
b) Examine the autism. with autism in
adaptive skills ● Visit a school or an inclusive
necessary for unit for learners setting?
learners with autism with autism and
to function in an observe and write
inclusive setting. notes on the
c) Explore the adaptive skills
instructional necessary for these
strategies for learners to function
facilitating learning in an inclusive
to learners with setting.
autism ● Search online and
d) Identify learning discuss the
resources used by instructional
learners with strategies for
autism. facilitating learning
e) Use basic alternative to learners with
and augmentative autism in an
communication skills inclusive setting.
to support learners ● Observe inclusive
with autism lessons on video or
f) Appreciate working real class and
with learners with discuss the
autism in an instructional
inclusive setting. strategies applied
in facilitating
learning to learners
with autism.
● Search online and
identify learning
resources used by
learners with
autism in the
learning process
and use their
creativity to

Page | 32
 develop these
resources.
● Watch videos
depicting a teacher
using alternative
and augmentative
communication
skills to support
learners with
autism in an
inclusive setting,
critique and model
best practices
during micro
teaching.
● Practice using
alternative and
augmentative
communication
skills to support
learners with
autism in an
inclusive setting
during practicum.
Core Competencies to be developed:
Self-efficacy: enhanced as trainees successfully use alternative and augmentative communication
skills to support learners with autism in an inclusive setting
Critical Thinking and Problem Solving; enhanced as trainees watch videos depicting a teacher
using alternative and augmentative communication skills to support learners with autism in an
inclusive setting, critique and model best practices during micro teaching
Creativity and Innovation; enhanced as trainees creatively develop learning resources for learners
with autism.
Learning to learn and Reflective Practice; developed as trainees search online and discuss the
instructional strategies for facilitating learning to learners with autism in an inclusive setting.
Digital Literacy; developed as trainees conduct online or library search and make PowerPoint
presentations on the characteristics of learners with autism.
Pedagogical Content Knowledge; enhanced as trainees practice using alternative and
augmentative communication skills to support learners with autism in an inclusive setting.
Link to values:
Respect is enhanced as trainees interact harmoniously in group activities and receive positive
feedback from peers.
Responsibility is enhanced as trainees practice safe and economical utilization of learning
resources.
Social justice is developed as trainees give equal opportunities to all learners to participate in
learning in an inclusive setting.

Page | 33
Suggested Formative Assessment Rubric
Level Exceeds expectations Meets Approaches Below
Indicator expectations expectations expectations
Exploring the Comprehensively explores Explores the Explains briefly Attempts to state
characteristics the characteristics of characteristics of some of the a few
of learners with learners with autism learners with characteristics characteristics of
autism. indicating how the autism. of learners with learners with
characteristics affect autism. autism.
learning in an inclusive
setting.
Examining the Exceptionally examines Examines the Highlight some Briefly states the
adaptive skills the adaptive skills adaptive skills of the adaptive adaptive skills
necessary for necessary for learners necessary for skills necessary necessary for
learners with with autism to function in learners with for learners learners with
autism to an inclusive setting. autism to with autism to autism to function
function in an function in an function in an in an inclusive
inclusive inclusive setting. inclusive setting.
setting. setting.
Exploring the Explores and critique the Explores the Identifies some Attempts to state
instructional instructional strategies for instructional of the some of the
strategies for facilitating learning to strategies for instructional instructional
facilitating learners with autism with facilitating strategies for strategies for
learning to ease learning to facilitating facilitating
learners with learners with learning to learning to
autism autism learners with learners with
autism autism
Identifying Identifies and creatively Identifies Identifies some Identifies just a
learning develops learning learning of the learning few learning
resources used resources used by learners resources used resources used resources used by
by learners with with autism by learners with by learners with learners with
autism autism autism autism

Using basic Confidently uses basic Uses basic Uses basic Attempts use
alternative and and advanced alternative alternative and alternative and basic alternative
augmentative and augmentative augmentative augmentative and augmentative
communication communication skills to communication communication communication
skills to support support learners with skills to support skills to pass skills to pass
learners with autism in an inclusive learners with simple simple messages
autism setting. autism in an messages to to learners with
inclusive setting. learners with autism in an
autism in an inclusive setting.
inclusive
setting.

Strand Sub-Strand Specific Learning Suggested learning Key inquiry

Outcomes experiences questions

Page | 34
2.4.6 Learners By the end of the Trainees 1. Why is it
who are deaf sub-strand, the ● research, write necessary to
blind. teacher trainee should notes on the learn about
be able to; characteristics of the
(2 hrs ) a) Explore the learners who are characteristi
characteristics of deaf blind. cs of
learners who are Trainees to share learners who
deaf blind for and discuss their are deaf
identification. findings. blind?
b) Examine the ● observe a 2. How do
adaptive skills learner who is learners who
necessary for deaf blind in a are deaf
Learners who are learning blind learn?
deaf blind to environment and
function in an take note of the
inclusive setting. adaptive skills
c) Explore the learners who are
instructional deaf blind need
strategies for to function in an
facilitating inclusive setting.
learning to ● Conduct online
learners who are and library
deaf blind. search or watch
d) Identify learning videos showing
resources used by instructional
Learners who are strategies for
deaf blind facilitating
e) Use basic tactual learning to
communication learners who are
skills to support deaf blind.
learners who are ● Discuss the
deaf blind in an practicability of
inclusive setting. using the
f) Appreciate identified
working with learning
learners who are strategies in an
deaf blind in an inclusive setting
inclusive setting. with emphasis
on individualized
learning.
● identify and
design learning
resources used
by Learners who
are deafblind in
the learning
process.

Page | 35
 ● to be guided to
learner basic
tactual
communication.
simulate use of
tactual signs to
communicate
with learners
who are
deafblind
● practice using
basic tactual
communication
skills to support
learners who are
deafblind in an
inclusive setting
during
practicum.
Core Competencies to be developed:
Self-efficacy; enhanced when trainees overcome communication barriers by use of tactual
communication skills to support learners who are deaf blind
Critical Thinking and Problem Solving; enhanced as trainees discuss the practicability of using the
identified learning strategies in an inclusive setting with emphasis on individualized learning.
Creativity and Innovation; enhanced as trainees simulate use of tactual signs to communicate with
learners who are deaf blind
Learning to learn and Reflective Practice; developed as trainees research, write notes on the
characteristics of learners who are deaf blind. Trainees to share and discuss their findings
Digital Literacy; developed as trainees conduct online search, download and watch videos showing
instructional strategies for facilitating learning to learners who are deaf blind.
Pedagogical Content Knowledge; developed as trainees uses basic tactual communication skills to
support learners who are deaf blind in an inclusive setting.
Link to values:
Respect is inculcated as trainees appreciate the diversity among learners in an inclusive setting.
Responsibility is enhanced as trainees utilize digital resources ethically.
Social justice is developed as trainees ensure all learners are fairly treated in an inclusive setting.

Suggested Formative Assessment Rubric

Level Exceeds expectations Meets Approaches Below
Indicator expectations expectations expectations

Page | 36
Exploring the Exhaustively explores Explores the Briefly explains Attempts to
characteristics of the characteristics of characteristics the characteristics briefly state the
learners who are learners who are deaf of learners who of learners who characteristics of
deaf blind. blind clearly pointing are deaf blind. are deaf blind. learners who are
out how these deaf blind.
characteristics affects
learning in an inclusive
setting
Examining the Examines in detail the Examines the Highlights some of Briefly states
adaptive skills adaptive skills adaptive skills the adaptive skills some of the
necessary for necessary for learners necessary for necessary for adaptive skills
learners who are who are deaf blind to learners who learners who are necessary for
deaf blind to function in an inclusive are deaf blind deaf blind to learners who are
function in an setting. to function in function in an deaf blind to
inclusive setting. an inclusive inclusive setting. function in an
setting. inclusive setting.
Exploring the Explores and gives Explores the Explains briefly Seeks peer
instructional justification for the use instructional some of the support to state
strategies for of appropriate strategies for instructional the instructional
facilitating learning instructional strategies facilitating strategies for strategies for
to learners who are for facilitating learning learning to facilitating facilitating
deaf blind in an to learners who are learners who learning to learning to
inclusive setting. deaf blind in an are deaf blind in learners who are learners who are
inclusive setting. an inclusive deaf blind in an deaf blind in an
setting. inclusive setting. inclusive setting.
Identifying learning Identifies and Identifies Identifies some of Identifies just a
resources used by creatively designs learning the learning few learning
Learners who are learning resources resources used resources used by resources used by
deaf blind in the used by Learners who by Learners Learners who are Learners who are
learning process are deaf blind in the who are deaf deaf blind in the deaf blind in the
learning process blind in the learning process learning process
learning
process.
Uses basic tactual Uses tactual Uses basic Uses basic tactual Attempts to use
communication communication skills tactual communication basic tactual
skills to support to fully support communication skills to pass communication
learners who are learners who are deaf skills to support simple messages skills to pass
deaf blind in an blind in an inclusive learners who to learners who simple messages
inclusive setting. setting. are deaf blind in are deaf blind. to learners who
an inclusive are deaf blind.
setting.

Strand Sub-Strand Specific Learning Suggested learning Key inquiry

Outcomes experiences questions

Page | 37
2.4.7 Learners By the end of the Trainees 1.How do the
with cerebral sub-strand, the ● Read on characteristi
palsy. teacher trainee characteristics of cs of
(2 hrs ) should be able to; different categories learners
a) explore of learners with with CP
characteristics cerebral palsy. affect their
of the ● Discuss how these learning in
different characteristics affect an inclusive
categories of learning and make setting?
learners with presentations. 2.Why is it
cerebral palsy ● Watch videos or important to
for observe a lesson in a learn how to
identification. school with learners use
b) examine the who have CP, Augmentativ
adaptive skills identify adaptive e and
necessary for skills necessary for Alternative
Learners with Learners for these communicati
cerebral palsy learners to function on?
to function in in an inclusive
an inclusive setting.
setting. ● Share on how the
c) explore the adaptive skills help
instructional learners with CP to
strategies for function in an
facilitating inclusive setting.
learning to ● Research and
learners with discuss instructional
cerebral palsy strategies for
d) identify facilitating learning
learning to learners with
resources used cerebral palsy in an
by learners inclusive setting.
with cerebral ● Search online to
palsy. identify and develop
e) use basic learning resources
alternative and used by learners
augmentative with cerebral palsy
communicatio in the learning
n skills to process.
support ● Read and make
learners with notes on
cerebral palsy. augmentative and
f) embrace alternative
working with communication skills
learners with they may be used to
cerebral palsy support a learner
with CP.

Page | 38
 in an inclusive ● Develop materials
setting. for use in
augmentative and
alternative
communication.
● Simulate use of
materials for
augmentative and
alternative
communication
during micro
teaching.
● Practice using basic
alternative and
augmentative
communication skills
to support learners
with cerebral palsy
during practicum. .
Core Competencies to be developed:
Self-efficacy; enhanced when trainees simulate use of materials for augmentative and alternative
communication during micro teaching.
Critical Thinking and Problem Solving; enhanced as trainees discuss develop learnings resources
for learners with cerebral palsy.
Creativity and Innovation; enhanced as trainees explore innovative strategies for facilitating
learning to learners with cerebral palsy.
Learning to learn and Reflective Practice; developed as trainees research, write notes on the
characteristics of learners with cerebral palsy.
Digital Literacy; developed as trainees conduct online search, download and watch videos on
development of learning resources for learners with cerebral palsy.

Link to values:
Respect is inculcated as trainees appreciate the diversity among learners with cerebral palsy.
Responsibility is enhanced as trainees observe ethics as they use digital resources to carry out
online search.

Suggested Formative Assessment Rubric

Page | 39
 Level Exceeds Meets Approaches Below expectations
Indicator expectations expectations expectations

Exploring Critically explores Explores Describes some Outlines very few

characteristics of the characteristics of the characteristics characteristics characteristics of
different categories of different categories of the different of the different the different
learners with cerebral of learners with categories of categories of categories of
palsy for identification. cerebral palsy for learners with learners with learners with
identification. cerebral palsy cerebral palsy cerebral palsy for
for for identification.
identification. identification.
Examining the adaptive Evaluates the Examines the Explains some Mentions very few
skills necessary for adaptive skills adaptive skills adaptive skills adaptive skills
Learners with cerebral necessary for necessary for necessary for necessary for
palsy to function in an Learners with Learners with Learners with Learners with
inclusive setting. cerebral palsy to cerebral palsy cerebral palsy cerebral palsy to
function in an to function in to function in function in an
inclusive setting with an inclusive an inclusive inclusive setting.
ease setting. setting.
Exploring the Explores innovative Explores the Explains some Outlines very few
instructional strategies ways of using instructional instructional instructional
for facilitating learning instructional strategies for strategies for strategies for
to learners with strategies for facilitating facilitating facilitating learning
cerebral palsy in an facilitating learning learning to learning to to learners with
inclusive setting. to learners with learners with learners with cerebral palsy in an
cerebral palsy in an cerebral palsy cerebral palsy in inclusive setting.
inclusive setting. in an inclusive an inclusive
setting. setting.
Identifying learning Identifies learning Identifies Identifies some mentions very few
resources used by resources used by learning learning learning resources
learners with cerebral learners with resources used resources used used by learners
palsy cerebral palsy with by learners by learners with with cerebral palsy
ease with cerebral cerebral palsy
palsy
Using basic alternative Innovatively uses Uses basic Makes Makes very little
and augmentative basic alternative and alternative and progressive effort in using basic
communication skills augmentative augmentative effort in using alternative and
to support learners communication skills communicatio basic augmentative
with cerebral palsy. to support learners n skills to alternative and communication
with cerebral palsy. support augmentative skills to support
learners with communication learners with
cerebral palsy. skills to support cerebral palsy.
learners with
cerebral palsy.

Strand Sub-Strand Specific Learning Suggested learning Key inquiry

Outcomes experiences questions

Page | 40
 2.4.8 Learners By the end of the Trainees 1.How are
with learning sub-strand, the ● Conduct online or learners with
Disabilities. teacher trainee library search, discuss learning
(1 hr ) should be able to; and make presentations disabilities
a) Explore on characteristics of identified?
characteristics of learners with learning 2.How can you
learners with disabilities. differentiate
learning ● Brainstorm on how learning
disabilities each of the disabilities
b) Design characteristics affect from
interventions for learning in an inclusive intellectual
learners with setting citing specific disabilities?
learning areas of learning
disabilities to difficulties such as
alleviate their mathematics, spelling,
unique reading, writing among
difficulties. others.
c) Develop the ● Research and make
desire to support notes on the
learners with interventions for
learning learners with learning
disabilities in an disabilities to alleviate
inclusive setting. their unique difficulties
in specific learning
areas including use of
IEPs.
● Develop and implement
an IEP.

Core Competencies to be developed:

Critical Thinking and Problem Solving; enhanced as trainees design interventions for learners with
learning disabilities.
Creativity and Innovation; enhanced as trainees develop and implement an IEP for learners with
learning disabilities.
Learning to learn and Reflective Practice; developed as trainees research, write notes on the
characteristics of learners with cerebral palsy.
Digital Literacy; developed as trainees conduct online search on characteristics of learners with
learning disabilities.

Link to values:
Unity is enhanced as trainees collaborate in group discussions.
Peace is developed as trainees harmoniously work together in group activities.
Respect is enhanced as trainees accommodate each other's views during group discussion.

Page | 41
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Exploring Critically explores Explores Describes some Mentions very

characteristics of characteristics of characteristics characteristics of few
learners with learning learners with of learners learners with characteristics
for disabilities learning disabilities with learning learning of learners
identification for identification disabilities for disabilities for with learning
identification. identification disabilities for
identification
Designs interventions Excellently designs Designs Designs Designs
for learners with interventions for interventions interventions for interventions
learning disabilities to learners with for learners learners with for learners
alleviate their unique learning disabilities with learning learning with learning
difficulties to alleviate their disabilities to disabilities to disabilities to
unique difficulties alleviate their alleviate their alleviate their
unique unique unique
difficulties difficulties difficulties

Page | 42
Strand Sub-Strand Specific Learning Suggested learning Key inquiry questions
Outcomes experiences
2.4.9 Learners By the end of the Trainees 1.How are learners
with multiple sub-strand, the ● Conduct online or with multiple
disabilities. teacher trainee should library search, disabilities
be able to; discuss and make supported to learn
1 hr. a) Explore PowerPoint in an inclusive
characteristics of presentations on setting?
learners with the characteristics 2.Why is it necessary
multiple disabilities of learners with to understand the
to identify the multiple characteristics of
primary and disabilities. learners with
secondary ● Brainstorm on multiple
disabilities. how each of the disabilities?
b) Examine the characteristics
adaptive skills affect their
necessary for learning in an
learners with inclusive setting.
multiple disabilities ● Visit a school with
to function in an learners with
inclusive setting. multiple
c) Explore the disabilities,
instructional observe and
strategies for document the
facilitating learning adaptive skills
to learners with needed for these
multiple disabilities learners to
d) Identify learning function in an
and mobility inclusive setting.
resources used by Trainees to share
learners with and discuss their
multiple findings guided by
disabilities. the trainer.
e) Use basic ● Read and make
alternative modes notes on the
of communication instructional
to support learners strategies for
with multiple facilitating
disabilities in the learning to
learning process. learners with
f) Appreciate working multiple
with learners with disabilities in an
multiple disabilities inclusive setting.
in an inclusive ● Brainstorm on the
setting. applicability of
using the learning
strategies to

Page | 43
 support learners
with multiple
disabilities in an
inclusive setting
● Engage a
resource person
in a discussion on
appropriate
learning and
mobility
resources used
by learners with
multiple
disabilities in the
learning process.
● Read and share
information on
basic alternative
modes of
communication
to support
learners with
multiple
disabilities in the
learning process.
● Practice using
basic alternative
modes of
communication
to support
learners with
multiple
disabilities in the
learning process
during
practicum.
Core Competencies to be developed:
Communication and Collaboration; developed as trainees as trainee work in groups to discuss
characteristics of learners with Multiple disabilities.
Creativity and innovation; enhanced as trainees develop learning strategies to support learners with
multiple disabilities in an inclusive setting
Learning to learn and Reflective Practice: developed as trainees carry out research on the effects of
multiple disabilities on learning.
Digital Literacy: enhanced as trainees search for information online and make PowerPoint
presentations on characteristics of learners with multiple disabilities.
Pedagogical Content Knowledge: enhanced as trainees read and make notes on the instructional
strategies for facilitating learning to learners with multiple disabilities in an inclusive setting.

Page | 44
Link to values:
Unity is enhanced as trainees collaborate in group discussions.
Peace is developed as trainees harmoniously work together in group activities.
Respect is enhanced as trainees accommodate each other's views and take turns during group
discussions.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below expectations
expectations expectations expectations
ndicator
Exploring the Critically explores Explores Explain some Outlines very few
characteristics of the characteristics characteristics of characteristics characteristics of
learners with multiple of learners with learners with of learners with learners with
disabilities to identify multiple disabilities multiple disabilities multiple multiple disabilities
the primary and to identify the to identify the disabilities to to identify the
secondary disabilities. primary and primary and identify the primary and
secondary secondary primary and secondary
disabilities. disabilities. secondary disabilities.
disabilities.
Examining the Excellently Examines the Explains some lists very few
adaptive skills examines the adaptive skills adaptive skills adaptive skills
necessary for learners adaptive skills necessary for necessary for necessary for
with multiple necessary for learners with learners with learners with
disabilities to function learners with multiple disabilities multiple multiple disabilities
in an inclusive setting. multiple disabilities to function in an disabilities to to function in an
to function in an inclusive setting. function in an inclusive setting.
inclusive setting. inclusive
setting.
Exploring the Explores and Explores the Explain some Outlines very few
instructional demonstrates the instructional instructional instructional
strategies for instructional strategies for strategies for strategies for
facilitating learning to strategies for facilitating learning facilitating facilitating learning
learners with multiple facilitating learning to learners with learning to to learners with
disabilities in an to learners with multiple disabilities learners with multiple disabilities
inclusive setting. multiple disabilities in an inclusive multiple in an inclusive
in an inclusive setting. disabilities in an setting.
setting with ease inclusive
setting.
Identifying learning Confidently Identifies learning Identifies some Identifies very few
and mobility identifies learning and mobility learning and learning and mobility
resources used by and mobility resources used by mobility resources used by
learners with multiple resources used by learners with resources used learners with
disabilities learners with multiple disabilities by learners with multiple disabilities
multiple multiple
disabilities. disabilities

Page | 45
Uses basic alternative Creatively uses Uses basic Make Make progressive
modes of basic alternative alternative modes progressive effort in using basic
communication to modes of of communication effort in using alternative modes of
support learners with communication to to support learners basic communication to
multiple disabilities in support learners with multiple alternative support learners
the learning process. with multiple disabilities in the modes of with multiple
disabilities in the learning process. communication disabilities in the
learning process to support learning process.
learners with
multiple
disabilities in
the learning
process.

Page | 46
Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question

2.5 Learners by the end of the Trainees to 1. Why are

with sub-strand, the ● conduct online or learners with
emotional teacher trainee library search, behavioural
and should be able to; discuss and make and
behavior a) explore presentations on emotional
disorders. characteristics of characteristics of disorders
learners with learners with considered
(1 hr). emotional and emotional and for
behavior disorders behavior disorders. specialized
for identification. ● Research, intervention?
b) analyze the effects brainstorm and 2. How can you
of emotional and write notes on the identify
behavior disorders effects of learners with
on learning. emotional and behavioural
c) design behavior disorders and
interventions to on learning. emotional
manage emotional ● Engage a guest disorders in
and behavioral speaker in an inclusive
disorders among discussing setting?
learners in an interventions to
inclusive setting. manage emotional
d) embrace and behavioral
supporting learners disorders among
with emotional and learners.
behavior disorders ● Read and discuss
in an inclusive behaviour
setting. management
strategies
applicable in an
inclusive setting.
● Develop and apply
behaviour
management
programmes to
support learners
with behavioural
disorders in an
inclusive setting.
Core-competencies to be developed:
Communication and Collaboration; developed as trainees as trainee work in groups to discuss
behavior management strategies.
Self-efficacy; enhanced as trainees develop and apply behaviour management programmes to
support learners with behavioural disorders

Page | 47
Learning to learn and Reflective Practice: developed as trainees carry out research on the effects
of emotional and behavior disorders on learning.
Digital Literacy: enhanced as trainees search for information online and make PowerPoint
presentations on characteristics of learners with emotional and behavior disorders.
Pedagogical Content Knowledge: enhanced as trainees develop and implement behavior
management strategies that support learners with emotional and behavior disorders.
Values:
Unity: is developed as trainees work in groups to discuss behavior management strategies.
Love; is enhanced as trainees and appreciate each other during group discussion and
presentations.
Peace: is developed as trainees relate with each other during the learning process.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Exploring Critically explores Explores Explores some States just a

characteristics of characteristics of characteristics of of the few
learners with learners with learners with characteristics characteristics
emotional and emotional and emotional and of learners of learners
behavior disorders. behavior behavior with emotional with emotional
disorders. disorders. and behavior and behavior
disorders. disorders.
Analyzing the effects Analyzes the Analyzes the Highlights State briefly
of emotional and effects of effects of some of the some of the
behavior disorders on emotional and emotional and effects of effects of
learning. behavior disorders behavior disorders emotional and emotional and
on learning with on learning. behavior behavior
ease disorders on disorders on
learning. learning.
Designing Confidently Designs Describes Highlights
interventions to designs, develops interventions to some some
manage emotional and implements manage emotional interventions interventions
and behavioral interventions to and behavioral to manage to manage
disorders among manage emotional disorders among emotional and emotional and
learners in an and behavioral learners in an behavioral behavioral
inclusive setting. disorders among inclusive setting. disorders disorders
learners in an among among
inclusive setting. learners in an learners in an
inclusive inclusive
setting. setting.

Page | 48
Strand Sub-strand Specific Learning Suggested Key
Outcomes Learning Inquiry
Experiences Question
3.0 Inclusive 3.1 Characteristics of By the end of the Trainee Why is
Learning inclusive learning sub-strand, the ● Discuss the the
environment. environment. teacher trainee qualities of a learning
(1 hr). should be able to; good teacher in environm
a) Examine the an inclusive ent a key
qualities of a setting and compone
good teacher in make nt in
an inclusive presentations. facilitatin
setting. ● Conduct online g inclusive
b) Evaluate features and library education
of an effective search on ?
inclusive learning features of an
environment effective
that promote inclusive
participation of l learning
learners. environment
c) Design an and write a
inclusive learning term paper.
environment ● Carry out a
that suits diverse project to
categories of Design an
learners. inclusive
d) Analyze the learning
benefits of an environment
inclusive learning and conduct a
environment to peer review.
learners, ● Brainstorm on
teachers, parents the benefits of
and community. an inclusive
e) Value the learning
inclusive learning environment to
environment for learners,
promoting teachers,
education for all. parents and
community.
Thereafter
make
PowerPoint
presentations.
Core-competencies to be developed:
Critical thinking and innovation: developed when trainees design an inclusive learning environment.
Communication and collaboration: achieved when trainees discuss in groups on features of an
effective inclusive learning environment and take turns in the presentation of group findings.

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Digital literacy; Developed as trainees use digital devices to search online for information on features
of an effective inclusive learning environment and making PowerPoint presentations.
Self-efficacy: achieved as trainees make presentations to the class and receive positive peer feedback.
Values:
Unity: instilled through working together in groups.
Respect: enhanced as trainees take turns in discussions and presentations
Love: enhanced as trainees treat one another with dignity and exhibit sensitivity when giving feedback
to each other. .

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
expectations expectations expectations expectations
Indicator
Examining qualities Examines the Examines the Explain some Outlines very few
of a good teacher in qualities of a good qualities of a qualities of a good the qualities of a
an inclusive setting. teacher in an good teacher teacher in an good teacher in
inclusive setting. in an inclusive inclusive setting. an inclusive
setting. setting.
Evaluating features Critically evaluates Evaluates Explains some Lists very few
of an effective features of an features of an features of an features of an
inclusive learning effective inclusive effective effective inclusive effective
environment. learning inclusive learning inclusive learning
environment giving learning environment. environment
relevant examples. environment.
Designing an Creatively designs Designs an Makes progressive Makes little
inclusive learning an inclusive inclusive effort in designing effort in
environment learning learning an inclusive designing an
environment. environment. learning inclusive learning
environment. environment.
Analyze the benefits Critically analyses Analyzes the Analyses some Analyses very
of an inclusive the benefits of an benefits of an benefits of an few benefits of
learning inclusive learning inclusive inclusive learning an inclusive
environment. environment. learning environment. learning
environment. environment.

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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question

3.0 Inclusive 3.2 Learning By the end of the Trainee How can are
Learning styles and sub-strand, the teacher ● Brainstorms and learners with
environment multiple trainee should be able conducts library multiple
intelligences to; search on the intelligences
(1 hr.) a) examine the different learning catered for in
different learning styles of diverse an inclusive
styles of diverse learners and make setting?
learners in an PowerPoint
inclusive setting. presentations in
b) analyze multiple plenary.
intelligences of ● Discusses and
diverse learners to deliberates
institute appropriate multiple
support for the intelligences of
learners to develop diverse learners
their talents. and relate them
c) value learning styles to school settings.
and multiple ● Visit schools in
intelligences among the
diverse learners in neighbourhood,
an inclusive setting. observe multiple
intelligences of
learners and make
a report.
Core-competencies to be developed:
Pedagogical content knowledge: developed as the teacher trainees visit schools in the
neighbourhood and observe multiple intelligences of learners.
Communication and collaboration: developed as the teacher trainees interact with peers in
discussions and presentations on Learning styles and multiple intelligences
Assessment Competency: developed as trainees analyse multiple intelligences of diverse learners.
digital literacy: Developed as trainees use digital devices to search online for information on
Learning styles and multiple intelligences.
Values:
Unity: instilled through working together in groups to discuss learnings styles and multiple
intelligences.
Respect: enhanced as trainees take turns during discussions and presentations
Love: enhanced as trainees support each other during discussion and presentations.

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Suggested Formative Assessment Rubric
Level Exceeds expectations Meets Approaches Below
Indicator expectations expectations expectations

Examining the Examines and Examines the Explains some Mentions very
different learning demonstrates the different learning learning styles few learning
styles of diverse different learning styles of diverse of diverse styles of
learners in an styles of diverse learners in an learners in an diverse
inclusive setting. learners in an inclusive setting. inclusive learners in an
inclusive setting with setting. inclusive
ease setting.
Analysing Critically analyses Analyses multiple Analyses Analyses very
multiple multiple intelligences intelligences of some multiple few multiple
intelligences of of diverse learners. diverse learners. intelligences intelligences of
diverse learners. of diverse diverse
learners. learners.

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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question
3.2 Curriculum By the end of the Trainee 1. Why do you
differentiation sub-strand, the ● conduct online differentiate
(1 hr ) teacher trainee and library search curriculum
should be able to; on the concept of for diverse
a) explain the curriculum learners in
concept of differentiation as the learning
curriculum a component of process?
differentiation as inclusive 2. How do we
a component of education and differentiate
inclusive make PowerPoint curriculum
education. presentations in to suit
b) evaluate ways in plenary (content, diverse
which curriculum learning strategies learners in
can be modified in an inclusive an inclusive
to suit diverse setting, learning setting?
learners in an resources and
inclusive setting. assessment)
c) write an ● Brainstorm,
individualized search online and
education plan for discuss ways in
learners with which curriculum
specific needs to can be modified
their learning in to suit diverse
an inclusive. learners in an
d) examine learning inclusive setting
strategies that and make
suit diverse presentations.
learners in an ● Discuss areas of
inclusive setting. difficulties where
e) design learning learners would
resources for require an
diverse learners in individualized
an inclusive education plan
setting. and make notes.
f) design suitable ● Write an
learning individualized
assessment for education plan for
diverse learners in learners with
an inclusive specific needs and
setting. conduct a peer
g) model a review.
differentiated ● Brainstorm and
lesson to cater for search on line the
diverse learners in learning strategies
that suit diverse

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 the learning learners in an
process. inclusive setting
h) appreciate and make power
curriculum point
differentiation as presentations.
a component of ● Design learning
inclusive resources for
education. diverse learners
and display them
in the resource
room.
● Model a
differentiated
lesson during
microteaching
and conduct a
peer review.
● Visit schools in
the
neighbourhood
and observe ways
curriculum
differentiation has
been conducted
in the learning
process. Trainees
to video record
for peer review.

Core-competencies to be developed:
Creativity and innovation: enhanced as the teacher trainees design learning resources for diverse
learners.
Pedagogical content knowledge: developed as the teacher trainees plan and model lessons during
micro teaching.
Communication and collaboration: developed as the teacher trainees interact with peers in
discussions and presentations on curriculum differentiation.
Learning to Learn and Reflective Practice – enhanced as teacher trainees conduct research and
make short notes on curriculum differentiation.
Values:
Unity: instilled through working together in groups to discuss learning strategies.
Respect: enhanced as trainees take turns during discussions and presentations on curriculum
differentiation.
Love: enhanced as trainees support each other during discussion and presentations.

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Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below expectations
expectations expectations expectations
Indicator
Explaining the Confidently Explains the Makes progressive Makes little effort in
concept of curriculum explains the concept of effort in explaining the
differentiation. concept of curriculum explaining the concept of
curriculum differentiation. concept of curriculum
differentiation curriculum differentiation.
differentiation.
Evaluating ways in Critically evaluates Evaluates ways in Evaluates some of Evaluates very few
which curriculum can ways in which which curriculum the ways in which ways in which
be modified to suit curriculum can be can be modified curriculum can be curriculum can be
diverse learners in an modified to suit to suit diverse modified to suit modified to suit
inclusive setting. diverse learners in learners in an diverse learners in diverse learners in
an inclusive inclusive setting. an inclusive an inclusive setting.
setting. setting.

Writing an Creatively writes Writes an Writes an Writes sketchy

Individualized an individualized individualized individualized individualized
education plan for education plan for education plan education plan for education plan for
learners with specific learners with for learners with learners with learners with specific
needs. specific needs. specific needs. specific needs but needs and omits
misses some important details.
components.

Examining learning Critically examines Examines Explains some Outlines very few
strategies that suit learning strategies learning learning strategies learning strategies
diverse learners in an that suit diverse strategies that that suit diverse that suit diverse
inclusive setting. learners in an suit diverse learners in an learners in an
inclusive setting. learners in an inclusive setting. inclusive setting.
inclusive setting.
Designing learning Innovatively Designs learning Designs some Designs very few
resources for diverse designs learning resources for learning resources learning resources
learners in an resources for diverse learners for diverse for diverse learners
inclusive setting. diverse learners in in an inclusive learners in an in an inclusive
an inclusive setting. inclusive setting. setting.
setting.
Designing suitable Innovatively Designs suitable Make progressive Make little effort in
learning assessment designs suitable learning effort in designing designing suitable
for diverse learners in learning assessment for suitable learning learning assessment
an inclusive setting. assessment for diverse learners assessment for for diverse learners
diverse learners in in an inclusive diverse learners in in an inclusive
an inclusive setting. an inclusive setting.
setting. setting.

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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question

4.0 Barriers 4.1 Physical By the end of the Trainees: How do Physical
to inclusive barriers sub-strand, the teacher ● brainstorms and barriers impede
education (1 hr ) trainee should be able search online the effective
to; physical barriers that implementation
a) evaluate the may impede effective of inclusion?
physical barriers implementation of
that may impede inclusion in a learning
effective setting and make
implementation of presentations in
inclusion in a plenary.
learning setting. ● brainstorms and
b) explore ways of deliberate in ways of
alleviating physical alleviating physical
barriers in a learning barriers in a learning
setting to support setting to support
inclusion of all inclusion of all
learners. learners and make
c) explore ways of notes.
engaging parents ● Trainees conduct
and the society to community
alleviate physical sensitization on how
barriers that may to partner with the
impede school to alleviate
participation of all physical barriers that
learners in the may impede
learning process; participation of all
d) appreciate the need learners in the
to alleviate physical learning process
barriers that may ● visit schools in the
impede neighbourhood and
participation of all observe ways the
learners in the schools have
learning process. alleviated physical
barriers and write a
report.

Core-competencies to be developed:
Communication and Collaboration: enhanced as the trainees interact with each other to brainstorm
on physical barriers that impede effective implementation of inclusion in a learning setting.
Creativity and innovation: enhanced as the teacher trainees discuss ways of alleviating physical
barriers.
Pedagogical content knowledge: developed as the teacher trainees observe ways schools have
alleviated physical barriers.

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Learning to Learn and Reflective Practice – enhanced as teacher trainees conduct search and make
short notes.

Values
Unity: enhanced as trainees work together in groups to discuss physical barriers to inclusion
Respect: enhanced as trainees take turns during discussions and presentations on physical barriers to
inclusion
Love: enhanced as trainees support each other during discussion and presentations.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator expectations expectations expectations expectations

Evaluating Critically Evaluates physical Explains some of Mentions very few

physical barriers evaluates barriers that may the physical physical barriers
that may impede physical barriers impede effective barriers that may that may impede
effective that may impede implementation of impede effective effective
implementation effective inclusion in a implementation implementation of
of inclusion in a implementation learning setting. of inclusion in a inclusion in a
learning setting. of inclusion in a learning setting. learning setting.
learning setting.

Exploring ways of Critically explores Explores ways of Explains some Lists a few ways of
alleviating ways of alleviating physical ways of alleviating
physical barriers alleviating barriers in a alleviating physical barriers in
in a learning physical barriers learning setting to physical barriers a learning setting
setting to in a learning support inclusion in a learning to support
support inclusion setting to support of all learners setting to inclusion of all
of all learners. inclusion of all support inclusion learners
learners of all learners

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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question
4.2 Social By the end of the Trainee How do social
economic and sub-strand, the ● Brainstorm and economic
cultural teacher trainee search online on barriers impede
barriers should be able to; the social effective
(1 hr ) a) evaluate the economic and implementation
social economic cultural barriers of inclusion?
and cultural that may impede
barriers that may effective inclusion
impede effective of learners in a
inclusion of learning setting.
learners Trainees to focus
b) explore ways of on gender,
alleviating social ethnicity, poverty
economic and and cultural
cultural barriers practices
in a learning ● Discuss ways of
setting to support alleviating social
inclusion. economic and
c) appreciate the cultural barriers in
need to alleviate a learning setting
social economic to support
and cultural inclusion of all
barriers that may learners and make
impede notes.
participation of ● Write a term
all learners in the paper on Social
learning process. economic and
cultural barriers to
inclusive
education.
Core-competencies to be developed:
Communication and Collaboration; developed as trainees discuss in groups Social economic and
cultural barriers to inclusive education.
Self-efficacy; enhanced as trainees appreciate each during group discussions and presentations.
Learning to learn and Reflective Practice: developed as trainees write a term paper on Social
economic and cultural barriers to inclusive education.
Digital Literacy: enhanced as trainees search for information online and make PowerPoint
presentations on Social economic and cultural barriers to inclusive education.
Pedagogical Content Knowledge: enhanced as trainees explore ways of alleviating Social economic and
cultural barriers to inclusive education.
Values:
Unity: enhanced as trainees work together in groups to discuss social economic and cultural barriers to
inclusion
Respect: enhanced as trainees take turns during discussions and presentations on Social economic and
cultural barriers to inclusion

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Love: enhanced as trainees support each other during discussion and presentations.
Social justice: developed as trainees explore ways of alleviating Social economic and cultural barriers
to include all learners.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below expectations
expectations expectations expectations
Indicator
Evaluating the Critically Evaluates the Evaluates some of Evaluates very few
social economic evaluates the social economic the social social economic and
and cultural social economic and cultural economic and cultural barriers that
barriers that may and cultural barriers that cultural barriers may impede effective
impede effective barriers that may may impede that may impede inclusion of learners
inclusion of impede effective effective effective inclusion in a learning setting.
learners in a inclusion of inclusion of of learners in a
learning setting. learners in a learners in a learning setting.
learning setting. learning setting.
Exploring ways of Critically explores Explores ways of Explores some Outlines very few
alleviating social innovative ways alleviating social ways of alleviating ways of alleviating
economic and of alleviating economic and social economic social economic and
cultural barriers in social economic cultural barriers and cultural cultural barriers in a
a learning setting and cultural in a learning barriers in a learning setting to
to support barriers in a setting to learning setting to support inclusion of
inclusion of all learning setting support support inclusion all learners.
learners. to support inclusion of all of all learners.
inclusion of all learners.
learners.

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