KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

DIPLOMA IN TEACHER EDUCATION (DTE)

PRE-PRIMARY AND PRIMARY

INCLUSIVE EDUCATION
CURRICULUM DESIGN

2024
 First Published in 2021

Revised 2024

All rights reserved. No part of this document 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

TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................................................................................................... iii
INTRODUCTION .............................................................................................................................................................................................. iv
REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P) ................................... vi
NATIONAL GOALS OF EDUCATION ............................................................................................................................................................ x
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY (DTE–PP&P) .... xii
ESSENCE STATEMENT ................................................................................................................................................................................ xiii
GENERAL LEARNING OUTCOMES............................................................................................................................................................ xiii
STRAND 1.0: OVERVIEW OF INCLUSIVE EDUCATION ............................................................................................................................ 1
STRAND 2.0: CATEGORIES OF LEARNERS IN AN INCLUSIVE SETTING ........................................................................................... 11
STRAND 3.0: INCLUSIVE LEARNING ENVIRONMENT ........................................................................................................................... 60
STRAND 4.0: BARRIERS TO INCLUSIVE EDUCATION ........................................................................................................................... 70

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INTRODUCTION
The development of the curriculum for Diploma in Teacher Education for the Pre-Primary and Primary level (DTE–PP&P) is
a critical milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum designs herein
have been developed to prepare the teacher trainee to be able to effectively guide the learners at the Pre-Primary and Primary
School level; that is from Pre-Primary One (PP1) to Grade Six (G6) in Basic Education.
It is envisaged that the teacher educator will guide the teacher trainees appropriately to embrace the shift from the Objective-
Based to the Competency Based Curriculum which is hinged on use of learner-centred pedagogy for realisation of the stated
expected learning 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 DTE-PP&P curriculum 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 (PCK); hence, the emphasis on
integrated content and pedagogy for the student teachers while at college. This is to ensure that the student teacher is given
adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs.
The Curriculum designs for the DTE-PP&P are packaged according to courses of training as follows:
Professional Learning areas
1. Child Development and Psychology
2. Curriculum Studies
3. Educational Resources
4. ICT Integration in Education

iv
5. Educational Assessment
6. Research Skills
7. Inclusive Education
8. Educational Leadership and Management
9. Sociological and Philosophical Foundations of Education
10. Historical and Comparative Foundations of Education
11. Micro Teaching
12. Practicum

Integrated Content and Pedagogy Learning areas

1. English
2. Kiswahili
3. Mathematics
4. Science and Technology
5. Agriculture
6. Home Science
7. Religious Education: CRE/IRE/HRE
8. Social Studies
9. Physical and Health Education
10. Art and Craft
11. Music
12. Indigenous Language
13. Foreign Languages: French/ Arabic/ German/ Mandarin (Chinese)/ KSL

v
REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P)
Entry Requirements
The entry requirements for the Diploma in Teacher Education – Pre-Primary and Primary shall be C Plain Mean 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
Duration of Training
The duration for the Diploma in Teacher Education – Pre-Primary and Primary shall be three years.
Subjects Offered
The trainee undertaking the Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) shall take ALL courses
specified in the DTE- PP&P curriculum; which includes Professional Courses and learning areas (subjects) related to the content
in the Pre-Primary and 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 the Diploma
To be awarded the Diploma in Teacher Education – Pre-Primary and Primary (DTE-PP&P), 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).

vi
 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 teacher fails to meet the requirements for award of the Diploma in Teacher Education – Pre-Primary and
Primary (DTE –PP&P) he/she will be allowed to repeat the specific component or learning area failed.
Grading
The Diploma in Teacher Education – Pre-Primary and Primary (DTE PP&P) shall be graded as stipulated by the Kenya National
Examinations Council (KNEC).

vii
TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS
SUBJECT TERM TER TER TER TER TER Sub TERM 7 TE TER TOTAL
1 M2 M3 M4 M5 M6 Total Micro RM M9 FOR COURSE
Teaching - 8
Subject
Practicals
PROFESSIONAL LEARNING
AREAS PROFESSIONA
1. Child Development and 10 10 10 10 10 10 60 L LEARNING
Psychology AREAS
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in 10 10 10 30
Education
5. Educational Assessment 10 10 10 30
6. Research Skills 10 10 4 24
7. Inclusive Education 10 10 10 30
8. Educational Leadership 10 10 10 30
and Management
9. Sociological and 10 10 10 30
Philosophical
Foundations of
Education
10. Historical and 10 10 10 30
Comparative
Foundations of
Education
11. Micro Teaching 30 30
SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hr 40Hr 414Hrs
s s

viii
TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)
SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM 8 TERM 9 TOTAL
1 2 3 4 5 6 TOTAL Micro FOR
Teaching - COURSE
Subject
Practicals
1 English 24 34 34 35 29 30 186 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 20 20 20 20 20 20 120 30 (SUBJECTS)
Technology (1680 Hrs)
5 Agriculture 20 20 20 20 20 20 120 20
6 Home science 20 20 20 20 20 20 120 20 +
7 Religious Education:- 20 20 20 20 20 20 120 20 PRACTICUM
(CRE, IRE, HRE) (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 1686Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS

ix
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. 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.

2. 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.

x
3. 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.
4. 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.
5. Promote social equity 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.
6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill 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.
7. 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.
8. 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.

xi
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND
PRIMARY (DTE–PP&P)
By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for Pre-Primary and 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 Pre-Primary and Primary school learners in and
out of the classroom
4. Apply inclusive practices to support all Pre-Primary and 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 Junior School.
8. Develop environmental conservation skills in Pre-Primary and 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.

xii
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

By the end of the course, the teacher trainee should be able to:
1. Demonstrate in-depth awareness of inclusive education to cater for the diverse needs of learners.
2. Utilise relevant professional documents to facilitate learning.
3. Develop, adapt and utilise relevant learning resources in specific subjects to address the diverse needs of learners.
4. Apply differentiated instruction and assessment while facilitating learning.
5. Provide appropriate intervention measures for learners in inclusive learning settings.
6. Participate in alleviating barriers to inclusive education in school.

xiii
STRAND 1.0: OVERVIEW OF INCLUSIVE EDUCATION
Strand Sub-strand Specific Learning Suggested Learning Key Inquiry Question
Outcomes Experiences
1.0 1.1 Background By the end of the sub- Teacher trainee to; 1. Why is inclusive
Overview to inclusive strand, the teacher trainee ●brainstorm and make education an important
of Education. should be able to; presentations on the meaning of component of teacher
Inclusive (2 hours) a) explain some given the following terms and education?
Education concepts of inclusion as concepts used in inclusive 2. How does inclusive
a practice in education, education; (inclusion, inclusive education practice
b) analyze terms used in education, integration, promote education for
inclusive education, mainstreaming, , least restrictive all?
c) examine the importance environment)
of studying inclusive ●discuss the importance of
education as a studying inclusive education as a
component of teacher component of teacher education
education, and make presentations,
d) trace the development ●search online or from other
of inclusive education sources of information on the
as a practice of development of inclusive
promoting education education as a practice of
for all, promoting education for all,
e) explore the discuss and make PowerPoint
characteristics of presentations
inclusive education as ●search online and from various
an approach in other sources the characteristics
of inclusive education as an

1
 provision of education approach in provision of
for all, education for all, have a
f) develop interest in discourse and note down the
studying inclusive findings.
education as a practice ●visit a school or conduct online
in education. research and document
observable characteristics of an
inclusive school.
Core-competencies to be developed:
 Communication and collaboration: Enhance their skills in communication, team building and problem solving as
trainees discuss in groups on the meaning and characteristics of inclusive education and take turns in the presentation of
groups’ findings.
 Digital literacy skills: Demonstrates digital literacy skills to enhance digital competency as the teacher trainee uses 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.
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.

2
Suggested Formative Assessment Rubrics

Level Exceeds Expectations Meets Approaches Below Expectations

Indicator Expectations Expectations

Ability to explain Explains the given Explains all the Explains the concept of Explains the concept of
concepts of concepts of inclusion as given concepts of inclusion as practice in inclusion as practice in
inclusion as a practice in education in inclusion as education with few education leaving ot many
practice in detail. practice in relevant details. relevant details.
education. education.

Ability to analyse Analyses terms used in Analyses terms Analyses terms used in Analyses terms used in
terms used in inclusive education in- used in inclusive inclusive education inclusive education
inclusive education. depth giving many education. partially giving some superficially leaving out
critical details. critical details. many critical details.

Ability to examine Examines the Examines the Examines the Examines the importance of
the importance of importance of studying importance of importance of studying studying inclusive education
studying inclusive inclusive education in- studying inclusive inclusive education superficially leaving out
education. depth giving many education as a partially giving some many critical details.
critical details. component of critical details.
teacher education.

Ability to trace the Traces the development Traces the Traces the development Traces the development of
development of of inclusive education development of of inclusive education inclusive education as a
inclusive education as a practice of inclusive education as a practice of practice of promoting
as a practice of as a practice of promoting education education for all imprecisely.

3
promoting education promoting education promoting for all with minimal
for all. for all with precision. education for all. precision.

Ability to explore Explore the Explore the Explores the Explores some of the
the characteristics of characteristics of characteristics of characteristics of characteristics of inclusive
inclusive education inclusive education as inclusive education inclusive education as education as an approach in
as an approach in an approach in as an approach in an approach in provision of education for all
provision of provision of education provision of provision of education superficially leaving out
education for all. for all comprehensively education for all. for all partly with some many relevant details.
with many relevant relevant details.
details.

4
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question
Outcomes
1.0 Overview 1.2 Principles By the end of the Sub Teacher trainee to; How are the principles
of of Inclusive strand, the teacher ● carry out library or online search, of inclusive education
Inclusive Education trainee should be able discuss and make powerpoint applied in learning to
Education to; presentations on the principles of meet diverse needs of
(1 hour ) a) explore the inclusive education, learners?
principles of ● discuss and do a write up on how
inclusive education each of the following principles of
to promoting inclusive education enhance learning:
learning; o Recognize and embrace learners’
b) evaluate the diversity
principles of o Provide accessible and usable
Inclusive learning resources and
education in environments
relation to o Design flexible learning
different learning experiences
settings; o Represent diversity in the
c) apply the curriculum
principles of o Scaffold underpinning knowledge
inclusive education and skills
to meet the diverse o Build a community of learners
needs of learners; o Assess equitably
d) embrace the o Feedback effectively
principles of o Reflect on and evaluate practice.
inclusive education

5
 in instructional ● model the application of the principles
planning and of inclusive education to meet the
implementation. diverse needs of learners .

Core-competencies to be developed:
 Pedagogical content knowledge: Displays understanding about how learners learn to plan a variety of instructional
strategies and resources to respond to learners’ diverse needs as the teacher trainee models application of the principles of
inclusive education during micro teaching sessions.
 Critical thinking and innovation: Creates a constructive learning environment that supports learners with diversity of
experiences as the teacher trainee explores ways of applying the principles of inclusive education to meet the diverse needs
of learners.
Values:
 Unity: instilled through working together in groups.
 Love: enhanced as trainees treat one another with dignity and exhibit sensitivity when giving feedback to each other.

Suggested Formative Assessment Rubrics

Level Exceeds Expectations Meets Approaches Below Expectations
Expectations Expectation s

Indicator
Ability to explore Explores principles of Explores the Explores the principles Explores the principles
the principles of inclusive education to principles of of inclusive education of inclusive education to
inclusive education promote learning inclusive education to promote learning promote learning
to promote learning. comprehensively giving to promote partially giving some superficially leaving out
many critical details. learning. critical details. many critical details.

6
Ability to evaluate Evaluates the principles Evaluates the Evaluates the principles Evaluates the principles
the principles of of Inclusive education in principles of of Inclusive education of Inclusive education in
Inclusive education relation to different Inclusive education in relation to different relation to different
in relation to learning settings in relation to learning settings learning settings
different learning comprehensively giving different learning partially giving some superficially leaving out
settings. many critical details. settings. critical details. many critical details.
Ability to apply the Applies the principles of Applies the Applies the principles Applies the principles of
principles of inclusive education to principles of of inclusive education inclusive education to
inclusive education meet the diverse needs of inclusive education to meet the diverse meet the diverse needs
to meet the diverse learners aptly. to meet the diverse needs of some learners of learners with ineptly.
needs of learners. needs of learners. with moderate
adeptness.

7
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question
1.0 Overview 1.3 Legal By the end of the sub-strand, the Teacher trainees to; 1. To what extent
of Framework teacher trainee should be able to;  conduct online or library have the provisions
Inclusive a) analyse international, regional search, analyse and make of the legal
Education (1 hour) and national legal instruments presentations on the instruments
that support implementation of international, regional and implemented in
inclusive education, national legal instruments different learning
b) evaluate the implementation of that support implementation settings in Kenya?
the provisions of the legal of inclusive education.
instruments in different ● conduct an online research to 2. How are the
learning settings, determine the extent to provisions of the
c) apply the provisions of legal which the provisions of the legal instruments
instruments in planning and legal instruments have been applied in planning
implementing learning, implemented in different and implementing
d) appreciate provisions of the learning settings in Kenya, learning?
legal instruments as a basis of discuss and share findings,
best practices in education. ● discuss how the provisions
of the legal instruments on
inclusive education are
applied in the learning
process.
Core-competencies to be developed:
 Pedagogical Content Knowledge: Displays understanding of the competency-based education and broad 21st Century
learners’ outcomes and support systems as the teacher trainee acquires knowledge and skills on how to apply provisions of
legal instruments in planning and implementing learning.

8
 Communication and Collaboration: Enhances their skills in communication, team building and problem solving as the
teacher trainee shares 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

Exceeds expectations Meets expectations Approaches expectations Below expectations
Level
Indicator
Ability to analyse Analyses international, Analyses international, Analyses international, Analyses regional
international, regional and national regional and national regional and national legal and national legal
regional and legal instruments that legal instruments that instruments that support instruments that
national legal support implementation support implementation implementation of support
instruments that of inclusive education of inclusive education. inclusive education implementation of
support comprehensively giving partially giving some inclusive education
implementation of many critical details. critical details. superficially leaving
inclusive education. out many critical
details.

9
Ability to evaluate Evaluates the Evaluates the Evaluates the Evaluates the
the implementation implementation of the implementation of the implementation of the implementation of
of the provisions of provisions of the legal provisions of the legal provisions of the legal the provisions of the
the legal instruments in different instruments in different instruments in different legal instruments in
instruments in learning settings in- learning settings. learning settings partly different learning
different learning depth giving many giving some relevant settings superficially
settings. relevant examples. examples. leaving out many
relevant examples.
Applying the Applies the provisions of Applies the provisions of Applies the provisions of Applies the
provisions of legal legal instruments in legal instruments in legal instruments in provisions of legal
instruments in planning and planning and planning and instruments in
planning and implementing learning implementing learning. implementing learning planning and
implementing aptly. with moderate adeptness. implementing
learning. learning ineptly.

10
STRAND 2.0: CATEGORIES OF LEARNERS IN AN INCLUSIVE SETTING

Strand Sub-Strand Specific Learning Suggested learning experiences Key enquiry question
Outcomes
2.0 2.1 Gifted And By the end of the sub- Teacher trainee to: How does a teacher
Categories Talented strand the teacher trainee ● watch videos and brainstorm on facilitate learning to
of Learners Learners should be able to; identification of gifted and learners who are gifted
in an a) explain the talented learners, noting their and talented in an
Inclusive (1 Hour) characteristics of characteristics, inclusive setting?
setting learners who are gifted ● discuss the difference between
and talented for gifted and talented,
identification, ● research and write a paper on
b) explore the instructional how the characteristics of gifted
strategies for facilitating and talented affect learning,
learning to learners who ● search online and from other
are gifted and talented, sources of information, the
c) plan for intervention to instructional strategies for
support learners who are facilitating learning for learners
gifted and talented to who are gifted and talented in
progress in an inclusive an inclusive setting, discuss
learning setting, findings and report,
d) model a micro lesson on ● have a discourse on ways of
facilitating learning to differentiating learning for
learners who are gifted learners who are gifted and
talented in an inclusive setting,

11
 and talented in an ● plan and model lessons taking
inclusive setting, into consideration
e) enjoy facilitating differentiation for learners who
learning to learners who are gifted and talented in an
are gifted and talented in inclusive setting.
an inclusive setting.
Core Competencies to be developed
 Communication and collaboration: Enhances their skills in communication, team building and problem solving as the
teacher trainees discuss the difference between gifted and talented.
 Self-efficacy: Appreciates experiences the learners bring to class, create trusting, respectful climate that enhances mastery
of learner experiences acquired as 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 discuss the difference between gifted and talented.
 Respect: developed as the teacher trainees have a discourse on ways of differentiating learning for learners who are gifted
and talented in an inclusive setting

12
Suggested Formative Assessment Rubric
Level Exceeds expectations Meets expectations Approaches Below expectations
Indicator expectations

Ability to explain Explains the Explains the Explains the Explains the
the characteristics characteristics of characteristics of characteristics of characteristics of
of children who are children who are gifted children who are gifted children who are gifted children who are gifted
gifted and talented. and talented in-depth and talented. and talented partially and talented
giving many relevant giving some relevant superficially leaving
details. details. many relevant details.
Ability to explore Explores instructional Explores the Explores some of the Explores some of the
the instructional strategies for facilitating instructional strategies instructional strategies instructional strategies
strategies for learning to learners who for facilitating learning for facilitating learning for facilitating learning
facilitating learning are gifted and talented in to learners who are to learners who are to learners who are
to learners who are an inclusive setting gifted and talented in an gifted and talented in an gifted and talented in an
gifted and talented comprehensively giving inclusive setting. inclusive setting inclusive setting
in an inclusive many critical details. partially giving some superficially leaving out
setting. critical details. many critical details.
Ability to plan for Plans for intervention to Plans for intervention to Plans for intervention to Plans for intervention to
intervention to support learners who are support learners who are support learners who are support learners who are
support learners gifted and talented aptly. gifted and talented. gifted and talented with gifted and talented
who are gifted and moderate adeptness. ineptly.
talented.

13
 Level Exceeds expectations Meets expectations Approaches Below expectations
Indicator expectations

Ability to model a Models a micro lesson Models a micro lesson Models a micro lesson Models a micro lesson
micro lesson on on facilitating learning on facilitating learning on facilitating learning on facilitating learning
facilitating learning to learners who are to learners who are to learners who are to learners who are
to learners who are gifted and talented in an gifted and talented in an gifted and talented in an gifted and talented in an
gifted and talented inclusive setting inclusive setting. inclusive setting with inclusive setting with
in an inclusive exemplarily. moderate proficiency. minimal proficiency.
setting.

14
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)

2.0 Categories of 2.2. Learners By the end of the Sub Teacher trainee to; 1. Why do
Learners in an Living Under strand the teacher  conduct online or library search on learners living under
Inclusive Setting Difficult trainee should be the following categories of learners difficult
Circumstances able to; living under difficult circumstances: circumstances
(1 hour) a) identify categories o Orphans require specialized
of learners living o Homeless children support?
under difficult o Abandoned children 2. How are
circumstances, o Refugee children learners living in
b) explore the factors o Street children difficult
that lead children o Working children circumstances
to live under o Children affected by wars and supported to learn in
difficult conflict an inclusive setting?
circumstances, o Children affected by natural
c) examine support disasters
services that o Children affected or infected
learners who live by HIV and Aids
under difficult o Children suffering from
circumstances chronic and terminal diseases
require to o Children in conflict with law
participate in o Children who are victims of
learning, crime
d) implement plans discuss and make presentations.
that are geared

15
 towards enhancing  Search for information on factors
learning among that lead children to live under
learners living difficult circumstances and share
under difficult their findings,
circumstances,  visit centres or institutions within
e) recognise learners the community or conduct online
living under research on care for learners
difficult living in difficult circumstances
circumstances as and write a paper on various
part of the school support services that are
community. provided,
 search for information on support
services that learners who live
under difficult circumstances
require to participate in learning
in an inclusive setting, discuss
and make presentations,
 discuss and formulate strategies
to support learners living in
difficult circumstances to
participate in learning in an
inclusive setting,
 model strategies to support
learners living in difficult
circumstances to participate in
learning in an inclusive setting.

16
Core Competencies to be developed:
 Learning to learn and Reflective Practice: Develops reflective skills in teaching and learning as the teacher trainee
models strategies to support learners living in difficult circumstances to participate in learning in an inclusive setting.
 Digital Literacy: Demonstrates digital literacy skills to enhance digital competency as the teacher trainee search for
information online and make PowerPoint presentations.

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.

17
Suggested Formative Assessment Rubric
Level Exceeds expectations Meets expectations Approaches Below expectations
expectations
Indicator
Ability to identify Identifies categories of Identifies categories of Identifies some of the Identifies some
categories of learners learners living under learners living under categories of learners categories of learners
living under difficult difficult circumstances difficult living under difficult living under difficult
circumstances. with much detail. circumstances. circumstances with some circumstances with few
details. correct details.
Ability to explore the Explores factors that Explores the factors Explores some of the Explores some of the
factors that lead lead children to live that lead children to factors that lead children factors that lead
children to live under under difficult live under difficult to live under difficult children to live under
difficult circumstances circumstances. circumstances partially. difficult circumstances
circumstances. comprehensively. sketchily.

Ability to examine Examines support Examines support Examines some support Examines some support
support services that services that learners services that learners services that learners who services that learners
learners who live who live under difficult who live under live under difficult who live under difficult
under difficult circumstances require difficult circumstances circumstances require to circumstances require to
circumstances require to participate in require to participate participate in learning participate in learning
to participate in learning extensively. in learning partially. narrowly.
learning

18
Ability to implement Implements plans that Implements plans that Implement plans that are Implement plans that
plans that are geared are geared towards are geared towards geared towards enhancing are geared towards
towards enhancing enhancing learning enhancing learning learning among learners enhancing learning
learning among among learners living among learners living living under difficult among learners living
learners living under under difficult under difficult circumstances with under difficult
difficult circumstances circumstances. moderate proficiency. circumstances with
circumstances. innovatively. minimal proficiency.

19
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
2.0 Categories of 2.3. Children By the end of the Sub Teacher trainee to; 1. Why is it crucial
Learners in an from affluent strand, the teacher  brainstorm and make notes to identify learning
Inclusive Setting families. trainee should be able to; on the needs of learners from needs of a learner
(1 hour ) a) identify the needs of affluent families, from an affluent
learners from affluent  discuss appropriate family?
families, interventions required to 2. How are learners
b) explore the factors that support learners from from affluent families
may affect learning affluent families in an supported to learn in
among learners from inclusive setting, an inclusive setting?
affluent families,  search for information from
c) examine support various sources on the
services that learners factors that may affect
from affluent families learning among learners from
may require to affluent families, discuss and
participate in learning, make presentations,
d) implement strategies  discuss support services that
to enhance learning learners from affluent
among learners from families may require to
affluent families, participate in learning in an
e) appreciate the need to inclusive setting.
support learners from  design a plan geared towards
affluent families in an enhancing learning among
inclusive setting. learners from affluent
families.

20
  model strategies to enhance
learning among learners from
affluent families.

Core Competencies to be developed:

Pedagogical Content Knowledge; as the teacher trainee designs appropriate plans for enhancing learning among learners
from affluent families.
Digital Literacy; Uses and evaluates digital resources, tools and services as teacher trainee utilizes digital devices to search
online for factors that may affect learning among learners from affluent families.
Link to values:
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.

21
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to identify Identifies the needs of Identifies the needs of Identifies some of the Identifies some of the
the needs of learners from affluent learners from affluent needs of learners from needs of learners from
learners from families families. affluent families. affluent families with few
affluent families. comprehensively. correct details.
Ability to explore Explores the factors that Explores the factors that Explores some of the Explores some factors
the factors that may affect learning may affect learning factors that may affect that affect learning among
may affect learning among learners from among learners from learning among learners learners from affluent
among learners affluent families with affluent families. from affluent families families sketchily giving
from affluent rich examples. partially giving some minimal details.
families. examples.
Ability to examine Examines support Examines support Examines some support Examines some of the
support services services that learners services that learners services that learners support services that
that learners from from affluent families from affluent families from affluent families learners from affluent
affluent families may require to may require to may require to families may require to
may require to participate in learning in participate in learning in participate in learning in participate in learning
participate in an inclusive setting an inclusive setting. an inclusive setting narrowly.
learning in an extensively. partly.
inclusive setting.

22
Ability to Implements plans that Implements plans that Implements plans that Implements plans that are
implement plans are geared towards are geared towards are geared towards geared towards enhancing
that are geared enhancing learning enhancing learning enhancing learning learning among learners
towards enhancing among learners from among learners from among learners from from affluent families
learning among affluent families affluent families. affluent families with a with minimal level of
learners from competently and moderate level of competence.
affluent families. creatively. competence.

23
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
2.0 Categories of 2.4 Learners By the end of the sub- Teacher trainee to: 1. How can one
Learners in an with strand, the teacher trainee  search and watch videos of identify a learner
Inclusive Setting Disabilities- should be able to; learners with visual has visual
Visual a) explore the impairments, impairment?
Impairments. characteristics of  note down unique 2. Why do learners
learners with visual characteristics of learners with visual
3 hours impairment, with low vision and those impairment
b) examine the unique who are blind observed. experience
skills necessary for Share and discuss their learning challenges
learners with visual findings, in an inclusive
impairment to  discuss the unique skills setting?
function in an necessary for learners with
inclusive setting, visual impairment to function
c) explore the in an inclusive setting,
instructional strategies  conduct online or library
for facilitating search, on the instructional
learning to learners strategies for facilitating
with visual learning to learners with
impairment; visual impairment in an
d) identify learning inclusive setting discuss and
resources used by make powerpoint
learners with visual presentations,
impairment;  describe learning resources
for learners with visual

24
 e) implement impairment such as tactile
intervention strategies charts and maps,
to support learners  discuss intervention
with visual strategies to support learners
impairment in an with visual impairment in an
inclusive setting; inclusive setting.
f) develop the desire to  model intervention strategies
support learners with to support learners with
visual impairment in visual impairment in an
an inclusive setting. inclusive setting
Core Competencies to be developed:
 Learning to learn and Reflective Practice: Empower themselves to shape the ever-evolving educational demands as the
teacher trainee conducts online and library search for instructional strategies for facilitating learning to learners with
visual Impairment in an inclusive setting.
 Pedagogical Content Knowledge: Displays understanding about how learners learn to plan a variety of instructional
strategies and resources to respond to learners’ diverse needs as the teacher trainee models intervention strategies to
support learners with visual impairment in an inclusive setting.
Values:.
 Peace is enhanced as trainees accommodate others during discussions and group activities.
 Respect is developed as trainees discuss intervention strategies to support learners with visual impairment in an inclusive
setting.

25
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores the Explores the Explores the Explores the
the characteristics characteristics of characteristics of characteristics of characteristics of learners
of learners with learners with visual learners with visual learners with visual with visual impairment
visual impairment impairment with rich impairment. impairment partially sketchily with few to no
examples. giving some examples. examples.
Ability to examine Examines the unique Examines the unique Examines some unique Examines the unique
the unique skills skills necessary for skills necessary for skills necessary for skills necessary for
necessary for learners with visual learners with visual learners with visual learners with visual
learners with impairment to function impairment to function impairment to function impairment to function in
visual impairment in an inclusive setting in an inclusive setting. in an inclusive setting an inclusive setting
to function in an in-depth with detailed partially with some superficially with sketchy
inclusive setting. examples. examples. details.
Ability to explore Explores the Explores the Explores the Explores the instructional
the instructional instructional strategies instructional strategies instructional strategies strategies for facilitating
strategies for for facilitating learning for facilitating learning for facilitating learning learning to learners with
facilitating to learners with visual to learners with visual to learners with visual visual impairment
learning to impairment with rich impairment. impairment partially sketchily with few to no
learners with examples. with some examples. examples.
visual impairment.
Identifying Identifies learning Identifies learning Identifies some of the Identifies some learning
learning resources resources used by resources used by learning resources used resources used by
used by learners learners with visual

26
with visual impairment learners with visual by learners with visual learners with visual
impairment conclusively. impairment impairment. impairment cursorily.
Implement Implements Implement intervention Implement intervention Implement intervention
intervention intervention strategies strategies to support strategies to support strategies to support
strategies to to support learners with learners with visual learners with visual learners with visual
support learners visual impairment in an impairment in an impairment in an impairment in an
with visual inclusive setting inclusive setting. inclusive setting with inclusive setting with
impairment in an competently and moderate level of minimal level of
inclusive setting. creatively. competence. competence.

27
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)

2.0 Categories 2.4 Learners By the end of the sub- Teacher trainee to; [Link] can you
of Learners in with strand the teacher trainee ● Search for information on distinguish learners
an Inclusive Disabilities - should be able to; learners who have hearing who are hard of
Setting Learners with a) explore the impairment and document hearing from those
Hearing characteristics of observable characteristics of who are deaf?
Impairments. learners with hearing learners who are hard of [Link] should a teacher
impairment to identify hearing and those with trainee learn basic sign
(3 hours) learners who are hard deafness, language?
of hearing and those ● read and brainstorm on the
with deafness, unique skills necessary for
b) examine the unique learners with hearing
skills necessary for impairment to function in an
learners with hearing inclusive setting,
impairment to function ● conduct online or library
in an inclusive setting, search, discuss and make
c) explore the presentations on
instructional strategies instructional strategies for
for facilitating learning facilitating learning to
to learners with hearing learners with hearing
impairment, impairment in an inclusive
d) identify learning setting,
resources used by ● describe learning resources
to be used by learners with

28
 learners with hearing hearing impairment in the
impairment, learning process,
e) implement ● discuss intervention
intervention strategies strategies to support learners
to support learners with with hearing impairment in
hearing impairment in an inclusive setting,
an inclusive setting, ● model intervention
f) develop interest in strategies to support learners
supporting learners with hearing impairment in
with hearing an inclusive setting, conduct
impairment in an peer assessment and give
inclusive setting. feedback.

Core Competencies to be developed:

 Self-efficacy: Reflects confidence in the ability to exert control over his own and that of the learner’s motivation, behavior,
and social environment as the teacher trainee models intervention strategies to support learners with hearing impairment in
an inclusive setting.
 Assessment Competency: Facilitates assessment as learning to develop skills for reflecting on and monitoring their own
learning as trainees conduct self and peer assessment when modeling lessons.
Values:
 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.

29
Suggested Formative Assessment Rubric
Level Exceeds expectations Meets expectations Approaches Below expectations
expectations
Indicator
Ability to explore the Explores the Explores the Explores the Explores the
characteristics of characteristics of characteristics of characteristics of characteristics of learners
learners with hearing learners with hearing learners with hearing learners with hearing with hearing impairment
impairment. impairment impairment. impairment partially superficially with
comprehensively with giving some examples. sketchyexamples.
rich examples.
Ability to examine the Examines the unique Examines the unique Examines the unique Examines the unique
unique skills skills necessary for skills necessary for skills necessary for skills necessary for
necessary for learners learners with hearing learners with hearing learners with hearing learners with hearing
with hearing impairment to impairment to impairment to function impairment to function in
impairment to function in an function in an in an inclusive setting an inclusive setting
function in an inclusive setting in inclusive setting. partially with some superficially with sketchy
inclusive setting. depth with examples. examples. details.

Ability to explore the Explores instructional Explores instructional Explores some Explores some
instructional strategies strategies for strategies for instructional strategies instructional strategies
for facilitating facilitating learning to facilitating learning for facilitating learning for facilitating learning to
learning to learners learners with hearing to learners with to learners with hearing learners with hearing
with hearing impairment hearing impairment. impairment partially impairment superficially
impairment. comprehensively giving some examples. with few examples.
giving rich examples.

30
Ability to identify Identifies learning Identifies learning Identifies some of the Identifies some learning
learning resources resources used by resources used by learning resources used resources used by
used by learners with learners with hearing learners with hearing by learners with hearing learners with hearing
hearing impairment. impairment impairment. impairment. impairment cursorily.
conclusively.
Ability to implement Implements Implements Implements Implements intervention
intervention strategies intervention strategies intervention intervention strategies strategies to support
to support learners to support learners strategies to support to support learners with learners with hearing
with hearing with hearing learners with hearing hearing impairment in impairment in an
impairment in an impairment in an impairment in an an inclusive setting inclusive setting ineptly.
inclusive setting. inclusive setting aptly. inclusive setting. with moderate
adeptness.

31
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
2.0 Categories of 2.4 Learners By the end of the sub- Teacher trainee to; 1. How does physical
Learners in an with strand the teacher  watch videos and read about the impairment affect
Inclusive Setting Disabilities - trainee should be able characteristics of the different learning in an
Learners with to; categories of learners with inclusive setting?
physical a) explore the physical impairment and share 2. How are learners
Impairments. characteristics of the their findings, with physical
different categories  discuss and make presentations impairments
(1 hour) of learners with on unique skills necessary for supported to learn in
physical learners with physical an inclusive setting?
impairment; impairment to function in an
b) examine the unique inclusive setting,
skills necessary for  conduct online or library search,
learners with discuss and make powerpoint
physical impairment presentations on instructional
to function in an strategies for facilitating learning
inclusive setting; to learners with physical
c) Model the impairments in an inclusive
instructional setting,
strategies for  discuss the learning resources to
facilitating learning be used by learners with physical
to learners with impairment in the learning
physical process,
impairments;  adapt learning resources to be
used by learners with physical

32
 d) identify learning and impairment in the learning
mobility resources process,
used by learners  search online for mobility and
with physical other assistive devices and
impairment; technologies required by learners
e) develop interest in with physical impairments to
supporting learners learn in an inclusive setting,
with physical  model the instructional strategies
impairment in an for facilitating learning to
inclusive setting. learners with physical
impairments.
Core Competencies to be developed:
 Communication and Collaboration: Enhances their skills in communication, team building and problem solving as teacher
trainees engage in group discussion and interacts with teachers and learners with physical impairments
 Learning to learn and Reflective Practice; Empowers themselves to shape the ever-evolving educational demands as the
teacher trainee conducts online and library search and discuss instructional strategies for facilitating learning to learners
with physical impairments.
Values:
 Respect is developed as trainees take turns in group activities and positive feedback to their peers.
 Social justice is enhanced as the teacher trainee models the instructional strategies for facilitating learning to learners with
physical impairments to ensure inclusion of all learners in learning.

33
Suggested Formative Assessment Rubric
Level Exceeds expectations Meets expectations Approaches Below expectations
expectations
Indicator
Ability to explore Explores characteristics Explores the Explains some of the Explains some of the
the characteristics of different categories characteristics of characteristics of characteristics of different
of the different of learners with different categories of different categories of categories of learners
categories of physical impairment learners with physical learners with physical with physical impairment
learners with comprehensively with impairment. impairment partially superficially with few
physical rich examples. with some examples. examples.
impairment.
Ability to examine Examines the unique Examines the unique Examines the unique Examines the unique
the unique skills skills necessary for skills necessary for skills necessary for skills necessary for
necessary for learners with Physical learners with Physical learners with Physical learners with Physical
learners with impairment in-depth impairment. impairment partially impairment superficially
Physical with examples. with some examples. with sketchy details.
impairment.
Ability to model Models instructional Models the instructional Models the instructional Models some of the
the instructional strategies for facilitating strategies for facilitating strategies for facilitating instructional strategies for
strategies for learning to learners with learning to learners with learning to learners with facilitating learning to
facilitating Physical impairments in Physical impairments in Physical impairments in learners with Physical
learning to learners an inclusive setting an inclusive setting. an inclusive setting with impairments in an
with Physical exemplarily. moderate proficiency. inclusive setting with
impairments minimal proficiency.

34
Ability to identify Identifies learning and Identifies learning and Identifies some Identifies some learning
learning and mobility resources used mobility resources used learning resources or resources and mobility
mobility resources by learners with by learners with mobility devices used resources used by
used by learners physical impairment in physical impairment in by learners with learners with physical
with physical the learning process the learning process. physical impairment in impairment in the
impairment in the conclusively. the learning process. learning process
learning process. cursorily.

35
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key Inquiry
Outcomes Experiences Question(s)

2.0 Categories of 2.4 Learners By the end of the sub- Teacher trainee to; Why do learners with
Learners in an with strand the teacher trainee  search online or from other intellectual disability
Inclusive Setting Disabilities - should be able to; sources of information on the need to be equipped
Learners with a) Explore characteristics characteristics of learners with with adaptive skills?
intellectual of learners with intellectual disability, discuss
Disability intellectual disability and make notes,
(2 hours) for identification;  brainstorm on how these
b) examine adaptive characteristics affect learning
skills necessary for in an inclusive setting,
learners with  read and discuss the adaptive
intellectual disability skills necessary for learners
to function in an with intellectual disability to
inclusive setting; function in an inclusive
c) explore instructional setting,
strategies for  watch videos, search online
facilitating learning to and discuss the instructional
learners with strategies for facilitating
intellectual disability; learning to learners with
d) identify learning intellectual disability in an
resources used by inclusive setting,
learners with  Search information from
intellectual disability; various sources on learning
resources used by learners

36
 e) implement with intellectual disability in
instructional strategies the learning process,
for facilitating learning  discuss interventions for
to learners with learners with intellectual
intellectual disability, disability in inclusive settings,
f) appreciate working  model the instructional
with learners with strategies for facilitating
intellectual disability learning to learners with
in an inclusive setting. intellectual disability in an
inclusive setting.
Core Competency to be developed:
Learning to learn and Reflective Practice: Empower themselves to shape the ever-evolving educational demands as trainees
discuss and model the instructional strategies for facilitating learning to learners with intellectual disability in an inclusive
setting
Values:
 Unity is enhanced as trainees collaborate in group discussions.
 Respect is enhanced as trainees accommodate each other's views during discussion.

37
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores characteristics Explores characteristics Explores characteristics Explores characteristics
characteristics of of learners with of learners with of learners with of learners with
learners with intellectual disability intellectual disability. intellectual disability intellectual disability
intellectual comprehensively with partially giving some superficially with few
disability. rich examples. examples. examples.
Ability to examine Examines adaptive Examines adaptive Examines adaptive Examine adaptive skills
adaptive skills skills necessary for skills necessary for skills necessary for necessary for learners
necessary for learners with learners with learners with with intellectual disability
learners with intellectual disability in- intellectual disability. intellectual disability superficially with few
intellectual depth with examples. partially with some examples.
disability. examples.
Ability to identify Identifies learning Identifies learning Identifies some of the Identifies some learning
learning resources resources used by resources used by learning resources used resources used by
used by learners learners with learners with by learners with learners with intellectual
with intellectual intellectual disability intellectual disability in intellectual disability in disability in the learning
disability. conclusively. the learning process the learning process. process cursorily.

38
Ability to Implements Implements Implements Implements instructional
implement instructional strategies instructional strategies instructional strategies strategies for facilitating
instructional for facilitating learning for facilitating learning for facilitating learning learning to learners with
strategies for to learners with to learners with to learners with intellectual disability with
facilitating intellectual disability intellectual disability. intellectual disability minimal proficiency.
learning to learners competently and with moderate
with intellectual creatively. proficiency.
disability.

39
Strand Sub-Strand Specific Learning Suggested learning experiences Suggested Key Inquiry
Outcomes Question (s)
2.0 Categories of 2.4 By the end of the sub- Teacher trainee to; How can instructional
Learners in an Learners strand the teacher trainee ● conduct online or library search, strategies be adapted to
Inclusive Setting with should be able to: discuss and make Powerpoint meet the needs of
Disabilities - a) explore the presentations on the characteristics learners with autism
Learners with characteristics of of learners with autism. within an inclusive
autism. learners with autism ● read and write notes on the educational
(2 hours ) for identification, adaptive skills necessary for these environment?
b) examine the adaptive learners to function in an inclusive
skills necessary for setting.
learners with autism to ● search online and discuss the
function in an instructional strategies for
inclusive setting, facilitating learning to learners with
c) explore the autism in an inclusive setting.
instructional strategies ● observe inclusive lessons on video
for facilitating or real class and discuss the
learning to learners instructional strategies applied in
with autism, facilitating learning to learners with
d) identify learning autism.
resources used by ● search from various sources of
learners with autism, information the learning resources
e) apply appropriate used by learners with autism in the
intervention strategies learning process.
to support learners ● discuss interventions for learners
with autism, with autism in inclusive settings.

40
 f) appreciate efforts to ● model the instructional strategies
address the needs of for facilitating learning to learners
learners with autism in with autism in an inclusive setting,
an inclusive setting. conduct peer assessment and give
feedback.

Core Competencies to be developed:

 Self-efficacy: Reflect confidence in the ability to exert control over his own and that of the learner’s motivation, behavior, and
social environment as the teacher trainees model the instructional strategies for facilitating learning to learners with autism in an
inclusive setting.
 Learning to learn and Reflective Practice: Carry out action research to enrich learning as the teacher trainee read and write
notes on the adaptive skills necessary for these learners to function in an inclusive setting.
Link to values:
 Respect is enhanced as teacher trainees conduct peer assessment and give feedback when modeling the instructional strategies
for facilitating learning to learners with autism in an inclusive setting.
 Social justice is developed as trainees discuss interventions for learners with autism in inclusive settings as a strategy to give
equal opportunities to participate in learning in an inclusive setting.

41
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores the Explores the Explores the Explores the
the characteristics characteristics of characteristics of characteristics of characteristics of learners
of learners with learners with autism learners with autism. learners with autism with autism superficially
autism. comprehensively with partially with few leaving out many critical
many critical details. critical details. details.
Ability to examine Examines adaptive Examines adaptive Examines adaptive Examines adaptive skills
adaptive skills skills necessary for skills necessary for skills necessary for necessary for learners
necessary for learners with autism to learners with autism to learners with autism to with autism to function in
learners with function in an inclusive function in an inclusive function in an inclusive an inclusive setting
autism to function setting in-depth with setting. setting partially with superficially with few
in an inclusive examples. some examples. examples.
setting.
Ability to identify Identifies learning Identifies learning Identifies some of the Identifies few learning
learning resources resources used by resources used by learning resources used resources used by
used by learners learners with autism learners with autism. by learners with autism. learners with autism
with autism conclusively. cursorily.

42
Ability to apply Applies appropriate Applies appropriate Applies appropriate Applies appropriate
appropriate intervention strategies intervention strategies intervention strategies intervention strategies to
intervention to support learners with to support learners with to support learners with support learners with
strategies to autism aptly and autism. autism with moderate autism with minimal
support learners proficiently. proficiency. proficiency.
with autism.

43
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
2.0 Categories of 2.4 Learners By the end of the sub- Teacher trainee to; How do learners who
Learners in an with strand, the teacher ● research and write notes on are deaf blind learn?
Inclusive Setting Disabilities - trainee should be able to; the characteristics of learners
Learners who a) explore the who are deaf blind, share and
are deaf blind. characteristics of discuss findings,
learners who are deaf ● read and take notes on the
(2 hours ) blind for adaptive skills learners who
identification, are deaf blind need to function
b) examine the adaptive in an inclusive setting,
skills necessary for ● conduct online and library
learners who are deaf search or watch videos
blind to function in showing instructional
an inclusive setting, strategies for facilitating
c) explore the learning to learners who are
instructional deaf blind,
strategies for ● discuss the practicability of
facilitating learning using the identified learning
to learners who are strategies in an inclusive
deaf blind, setting with emphasis on
d) identify learning individualized learning,
resources used by ● identify learning resources
learners who are deaf used by learners who are deaf-
blind, blind in the learning process,

44
e) implement ● discuss interventions for
instructional learners who are deaf-blind in
strategies for inclusive settings,
facilitating learning ● model the instructional
to learners who are strategies for facilitating
deaf-blind, learning to learners who are
f) appreciate working deaf-blind in an inclusive
with learners who are setting, conduct peer
deaf blind in an assessment and give
inclusive setting. feedback..

45
Core Competencies to be developed:
 Critical Thinking and Problem Solving: Apply critical thinking to solve emerging issues as teacher trainees discuss the
practicability of using the identified learning strategies in an inclusive setting with emphasis on individualized learning.
 Creativity and Innovation: Use knowledge, skills, and values acquired in training to create new ideas to facilitate
learning in an efficient and effective way as trainees model the instructional strategies for facilitating learning to learners
who are deaf-blind in an inclusive setting.

Link to values:
● Responsibility is enhanced as teacher trainee researches and writes notes on the characteristics of learners who are deaf
blind, share and discuss findings.
● Social justice is developed as teacher trainee models the instructional strategies for facilitating learning to learners who
are deaf-blind to ensure all learners are fairly treated in an inclusive setting.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores the Explores the Explores the Explores the
the characteristics characteristics of learners characteristics of characteristics of characteristics of
of learners who who are deaf blind learners who are deaf learners who are deaf learners who are deaf
are deaf blind. comprehensively with all blind. blind partially with few blind superficially
critical details. critical details. leaving out many critical
details.

46
Ability to Examines the adaptive Examines the adaptive Examines some adaptive Examines some adaptive
examine the skills necessary for skills necessary for skills necessary for skills necessary for
adaptive skills learners who are deaf learners who are deaf learners who are deaf learners who are deaf
necessary for blind in-depth with many blind. blind partially with blind superficially
learners who are critical details. some critical details. leaving out many
deaf blind. details.
Ability to identify Identifies learning Identifies learning Identifies some learning Identifies some learning
learning resources used by learners resources used by resources used by resources used by
resources used by who are deaf blind in the learners who are deaf learners who are deaf learners who are deaf
learners who are learning process blind in the learning blind in the learning blind in the learning
deaf blind in the conclusively. process. process. process cursorily.
learning process.
Ability to Implements instructional Implements instructional Implements instructional Implements instructional
implement strategies for facilitating strategies for facilitating strategies for facilitating strategies for facilitating
instructional learning to learners who learning to learners who learning to learners who learning to learners who
strategies for are deaf-blind are deaf-blind. are deaf-blind with are deaf-blind with
facilitating proficiently. moderate proficiency. minimal proficiency.
learning to
learners who are
deaf-blind,

47
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 Categories of 2.4 Learners By the end of the sub- Teacher trainee to; How do the
Learners in an with strand, the teacher  read on characteristics of characteristics of
Inclusive Setting Disabilities - trainee should be able different categories of learners learners with Cerebral
Learners with to; with cerebral palsy (CP). Palsy affect their
cerebral palsy a) explore  discuss how these characteristics learning in an
(2 hours ) characteristics of affect learning and make inclusive setting?
the different presentations.
categories of  watch videos or observe a lesson
learners with in a school with learners who
cerebral palsy for have CP, identify adaptive skills
identification; necessary for learners for these
b) examine the learners to function in an
adaptive skills inclusive setting.
necessary for  share on how the adaptive skills
Learners with help learners with CP to
cerebral palsy to function in an inclusive setting.
function in an  research and discuss
inclusive setting; instructional strategies for
c) identify learning facilitating learning to learners
resources used by with cerebral palsy in an
learners with inclusive setting.
cerebral palsy;  search for information on
learning resources used by

48
 d) implement learners with cerebral palsy in
intervention the learning process.
strategies to  discuss interventions for
facilitate learning learners with CP in inclusive
to learners with settings.
cerebral palsy in an  model the intervention strategies
inclusive setting, to facilitate learning to learners
e) embrace working with cerebral palsy in an
with learners with inclusive setting, conduct peer
cerebral palsy in an assessment and give feedback.
inclusive setting.

Core Competencies to be developed:

 Critical Thinking and Problem Solving: Use logic and evidence to arrive at solutions as teacher trainees discuss develop
learning resources for learners with cerebral palsy.
 Assessment Competency: Engages actively in assessment process in order to develop the capacity to co-construct criteria
for success, self-monitor progress and provide descriptive prompt and specific feedback as the teacher trainee conducts
peer assessment and give feedback as they model the instructional strategies for facilitating learning to learners with CP in
an inclusive setting.
Link to values:
 Respect is inculcated as trainees discuss interventions for learners with CP in inclusive settings.
 Integrity is enhanced as trainees observe ethics as they use digital resources to carry out online search.

49
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores characteristics Explores characteristics Explores characteristics Explores characteristics
characteristics of of the different of the different of the different of the different
the different categories of learners categories of learners categories of learners categories of learners
categories of with cerebral palsy for with cerebral palsy for with cerebral palsy for with cerebral palsy for
learners with identification identification. identification partially identification
cerebral palsy for comprehensively giving with some relevant superficially with
identification. rich examples. examples. sketchy examples.
Ability to examine Examines adaptive skills Examines adaptive skills Examines adaptive skills Examines adaptive skills
adaptive skills necessary for Learners necessary for Learners necessary for Learners necessary for Learners
necessary for with cerebral palsy to with cerebral palsy to with cerebral palsy to with cerebral palsy to
Learners with function in an inclusive function in an inclusive function in an inclusive function in an inclusive
cerebral palsy to setting in-depth with setting. setting partially with setting superficially
function in an many critical details. few critical details. leaving out many critical
inclusive setting. details.

Ability to identify Identifies learning Identifies learning Identifies some learning Identifies some learning
learning resources resources used by resources used by resources used by resources used by
used by learners learners with cerebral learners with cerebral learners with cerebral learners with cerebral
with cerebral palsy. palsy conclusively. palsy. palsy. palsy cursorily.

50
Ability to Implements intervention Implements intervention Implements intervention Implements intervention
implement strategies to facilitate strategies to facilitate strategies to facilitate strategies to facilitate
intervention learning to learners with learning to learners with learning to learners with learning to learners with
strategies to cerebral palsy in an cerebral palsy in an cerebral palsy in an cerebral palsy in an
facilitate learning inclusive setting inclusive setting. inclusive setting with inclusive setting with
to learners with proficiently. moderate proficiency. minimal proficiency.
cerebral palsy in an
inclusive setting,

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key

Experiences Inquiry Question(s)
2.0 Categories 2.4 Learners By the end of the Sub strand, Teacher trainee to; 1. How are
of Learners in with the teacher trainee should be ● conduct online or library learners with learning
an Inclusive Disabilities - able to; search, discuss and make disabilities
Setting Learners with a) explore characteristics of presentations on identified?
learning learners with learning characteristics of learners 2. How can you
Disabilities disabilities, with learning disabilities, differentiate learning
(1 hour ) b) design interventions to ● brainstorm on how each of disabilities from
address challenges faced the characteristics affect intellectual
by learners with learning learning in an inclusive disabilities?
disabilities, setting citing specific areas
c) desire to support learners of learning difficulties such
with learning disabilities in as mathematics, spelling,
an inclusive setting. reading, writing among
others.

51
 ● research and make notes on
the interventions for
learners with learning
disabilities to alleviate their
unique difficulties in
specific learning areas
including use of IEP.
● develop and demonstrate
implementation an IEP for
learners with learning
disabilities with peers,
review and give feedback.
Core Competencies to be developed:
 Critical Thinking and Problem Solving: Apply critical thinking to solve emerging issues as teacher trainees design
interventions for learners with learning disabilities.
 Creativity and Innovation: Use knowledge, skills, and values acquired in training to create new ideas to facilitate
learning in an efficient and effective way as teacher trainees develop and implement an IEP for learners with learning
disabilities.
 Digital Literacy; Demonstrates digital literacy skills to enhance digital competency as the teacher trainee conduct online
search on characteristics of learners with learning disabilities.
Values:
 Peace is developed as trainees harmoniously work together in group activities.
 Respect is enhanced as trainees accommodate each other's views during group discussion.

52
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores characteristics Explores characteristics Explores characteristics Explores characteristics
characteristics of of learners with learning of learners with learning of learners with learning of learners with learning
learners with disabilities for disabilities for disabilities for disabilities for
learning identification identification. identification partially identification
disabilities for comprehensively giving with few critical details. superficially leaving out
identification. critical details. many critical details.
Ability to design Designs interventions Designs interventions Designs interventions Designs interventions for
interventions for for learners with for learners with for learners with learners with learning
learners with learning disabilities learning disabilities. learning disabilities disabilities ineptly.
learning aptly. with moderate
disabilities. adeptness.

53
Strand Sub-Strand Specific Learning Suggested learning experiences Key inquiry
Outcomes questions
2.0 Categories of 2.4 By the end of the sub- Teacher trainee to; 1. How are
Learners in an Learners with strand, the teacher ● conduct online or library search learners with
Inclusive Setting Disabilities - trainee should be able on the characteristics of multiple disabilities
Learners with to; learners with multiple supported to learn
multiple a) explore characteristics disabilities, discuss and make in an inclusive
disabilities. of learners with Powerpoint presentations, setting?
multiple disabilities, ● search for information on how 2. Why is it
(1 hour). b) Distinguish primary each of the characteristics necessary to
and secondary affect their learning in an understand the
disabilities among inclusive setting, discuss characteristics of
learners with multiple findings, learners with
disabilities, ● have a discourse on primary multiple
c) examine the adaptive and secondary disabilities disabilities?
skills necessary for among learners with multiple
learners with multiple disabilities and their
disabilities to function implication to education and
in an inclusive support,
setting, ● Search for information from
d) identify learning and various sources on the adaptive
mobility resources skills needed for these learners
used by learners with to function in an inclusive
multiple disabilities; setting, discuss and document
e) appreciate the findings,
diverse

54
 characteristics of ● discuss on appropriate learning
learners with and mobility resources used by
multiple disabilities. learners with multiple
disabilities in the learning
process.

Core Competencies to be developed:

 Communication and Collaboration: Enhance their skills in communication, team building and problem solving as trainees
discuss characteristics of learners with Multiple disabilities.
 Learning to learn and Reflective Practice: Empower themselves to shape the ever-evolving educational demands as
trainees research and document the adaptive skills needed for these learners to function in an inclusive setting.

Values:
 Unity is enhanced as trainees collaborate in group discussions.
 Respect is enhanced as trainees accommodate each other's views and take turns as they have a discourse on primary and
secondary disabilities among learners with multiple disabilities.

55
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches expectations Below expectations
Level

Indicator
Ability to explore Explores characteristics Explores Explores characteristics of Explores characteristics
characteristics of of learners with multiple characteristics of learners with multiple of learners with multiple
learners with disabilities learners with multiple disabilities partially disabilities superficially
multiple comprehensively giving disabilities. giving few details. leaving out many critical
disabilities. many critical details. details.
Ability to examine Examines the adaptive Examines the adaptive Examines the adaptive Examines the adaptive
the adaptive skills skills necessary for skills necessary for skills necessary for skills necessary for
necessary for learners with multiple learners with multiple learners with multiple learners with multiple
learners with disabilities to function in disabilities to function disabilities to function in disabilities to function in
multiple an inclusive setting in- in an inclusive setting. an inclusive setting an inclusive setting
disabilities to depth giving rich partially with some superficially with
function in an examples. examples. sketchy examples.
inclusive setting.
Identifies learning Identifies learning and Identifies learning and Identifies some learning Identifies some learning
and mobility mobility resources used mobility resources and mobility resources and mobility resources
resources used by by learners with multiple used by learners with used by learners with used by learners with
learners with disabilities conclusively. multiple disabilities. multiple disabilities. multiple disabilities
multiple cursorily.
disabilities.

56
Strand Sub-strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question
2.0 Categories of 2.5 Learners by the end of the sub- Teacher trainee to; 1. Why are learners
Learners in an with strand, the teacher trainee with behavioural
should be able to; ● conduct online or library and emotional
Inclusive emotional
a) explore characteristics search, discuss and make disorders
Setting and behavior
of learners with presentations on characteristics considered for
disorders.
emotional and of learners with emotional and specialized
behavior disorders for behavior disorders, intervention?
(1 hour).
identification; ● Search for information on the 2. How can you
b) analyze the effects of effects of emotional and identify learners
emotional and behavior disorders on learning, with behavioural
behavior disorders on ● discuss interventions to manage and emotional
learning; emotional and behavioral disorders in an
c) design interventions to disorders among learners, inclusive setting?
manage emotional and ● read behaviour management
behavioral disorders strategies applicable in an
among learners in an inclusive setting and discuss.
inclusive setting; ● Develop and apply behaviour
d) embrace supporting management programmes to
learners with support learners with
emotional and behavioural disorders in an
behavior disorders in inclusive setting.
an inclusive setting.

57
Core-competencies to be developed:
 Learning to learn and Reflective Practice: Carry out action research to enrich learning as the teacher trainee searches for
information on the effects of emotional and behavior disorders on learning,
 Pedagogical Content Knowledge: Displays understanding about how learners learn to plan a variety of instructional
strategies as teacher trainee develops and implements behaviour management strategies that support learners with emotional
and behavior disorders.
Values:
 Love: is enhanced as trainees and appreciate each other during group discussion and presentations.
 Social justice: is developed as trainees apply behavior management support learners with behavioural disorders in an
inclusive setting.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to explore Explores characteristics Explores characteristics Explores characteristics Explores characteristics
characteristics of of learners with of learners with of learners with of learners with
learners with emotional and behavior emotional and behavior emotional and behavior emotional and behavior
emotional and disorders disorders. disorders partially with disorders superficially
behavior disorders. comprehensively giving few critical details. leaving out many critical
many critical details. details.

58
Ability to analyse Analyses the effects of Analyses the effects of Analyses the effects of Analyses the effects of
the effects of emotional and behavior emotional and behavior emotional and behavior emotional and behavior
emotional and disorders on learning in- disorders on learning. disorders on learning disorders on learning
behavior disorders depth with examples. partially with some superficially with
on learning. examples. sketchy examples.
Ability to design Designs interventions to Designs interventions to Designs interventions to Designs interventions to
interventions to manage emotional and manage emotional and manage emotional and manage emotional and
manage emotional behavioral disorders behavioral disorders behavioral disorders behavioral disorders
and behavioral among learners in an among learners in an among learners in an among learners in an
disorders among inclusive setting aptly. inclusive setting. inclusive setting with inclusive setting ineptly.
learners in an moderate adeptness.
inclusive setting.

59
STRAND 3.0: INCLUSIVE LEARNING ENVIRONMENT
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question
Experiences
3.0 Inclusive 3.1 By the end of the sub-strand, Teacher trainee to; Why is the learning
Learning Characteristics the teacher trainee should be environment a key
able to; ● discuss the qualities of a component in
environment. of inclusive
a) examine the qualities of a good teacher in an facilitating inclusive
learning
good teacher in an inclusive inclusive setting and make education?
environment.
setting, presentations.
(1 hour).
b) evaluate features of an ● conduct online and library
effective inclusive learning search on features of an
environment that promote effective inclusive learning
participation of l learners, environment and write a
c) design an inclusive learning term paper.
environment that suits ● carry out a project to
diverse categories of design an inclusive
learners, learning environment and
d) analyze the benefits of an conduct a peer review.
inclusive learning ● discuss on the benefits of
environment to learners, an inclusive learning
teachers, parents and environment to learners,
community, teachers, parents and
e) value the inclusive learning community, and make
environment for promoting presentations.
education for all.

60
Core Competencies to be developed:
Citizenship and Leadership: Develops and implements a shared vision for instruction that supports all learners as trainees
carry out a project to design an inclusive learning environment to address the varied needs of learners.
Communication and collaboration: Enhance their skills in communication, team building and problem solving as trainees
discuss on features of an effective inclusive learning environment and make presentation.
Values:
 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
during peer review of the design project.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to examine Examines the qualities Examines the qualities Examines the qualities Examines the qualities
the qualities of a of a good teacher in an of a good teacher in an of a good teacher in an of a good teacher in an
good teacher in an inclusive setting in- inclusive setting. inclusive setting inclusive setting
inclusive setting. depth giving rich partially with few superficially with
examples. examples. sketchy examples.
Ability to evaluate Evaluates features of an Evaluates features of an Evaluates features of an Evaluates features of an
features of an effective inclusive effective inclusive effective inclusive effective inclusive
effective inclusive learning environment learning environment. learning environment learning environment
learning comprehensively giving partially giving some superficially leaving out
environment. many critical details. critical details. many critical details.

61
Ability to design an Designs an inclusive Designs an inclusive Designs an inclusive Designs an inclusive
inclusive learning learning environment learning environment. learning environment learning environment
environment. aptly. with moderate ineptly.
adeptness.
Ability to analyse Analyses the benefits of Analyses the benefits of Analyses the benefits of Analyses the benefits of
the benefits of an an inclusive learning an inclusive learning an inclusive learning an inclusive learning
inclusive learning environment in-depth environment. environment partially environment
environment. with rich examples. giving some examples. superficially with
sketchy examples.

62
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question
3.0 Inclusive 3.2 Learning By the end of the sub-strand, Teacher trainee to; How can a teacher
Learning styles and the teacher trainee should be cater for varying
able to; ● conduct library search on the learning styles in
environment multiple
a) examine different learning different learning styles of an inclusive
intelligences
styles of diverse learners diverse learners, make notes setting?
(1 hour)
in an inclusive setting, and share findings,
b) analyse multiple ● discuss multiple intelligences
intelligences of diverse of diverse learners and relate
learners to effectively them to school settings and
support learning, share findings,
c) formulate instructional ● discuss the instructional
strategies that address the strategies that address the
varying learning styles of varying learning styles of
learners, learners,
d) value the diverse learning ● develop learning experiences
styles among learners in that address the varying
an inclusive setting. learning styles of learners in an
inclusive setting, share with
peers and critique.
Core-competencies to be developed:
● Pedagogical content knowledge: Organizes the content into an effective learning and teaching progression to develop
and implement engaging learners’ learning activities as the teacher trainee develops learning experiences that address the
varying learning styles of learners in an inclusive setting, share with peers and critique.

63
● Assessment Competency: Engages actively in assessment process in order to develop their capacity to co-construct
criteria for success, self-monitor progress and provide descriptive prompt and specific feedback as the trainees develop,
assess and critique each other’s learning experiences
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.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to examine Examines different Examines different Examines different Examines different learning
different learning learning styles of learning styles of learning styles of styles of diverse learners in
styles of diverse diverse learners in an diverse learners in an diverse learners in an an inclusive setting
learners in an inclusive setting inclusive setting. inclusive setting partly narrowly giving sketchy
inclusive setting. extensively and in giving minimal details. details.
detail.
Ability to analyse Analyses multiple Analyses multiple Analyses some Analyses very few multiple
multiple intelligences of diverse intelligences of diverse multiple intelligences intelligences of diverse
intelligences of learners learners. of diverse learners learners superficially giving
diverse learners. comprehensively partially giving some sketchy examples.
giving rich examples. . relevant examples.

64
Ability to Formulates Formulates Formulates Formulates instructional
formulate instructional strategies instructional strategies instructional strategies strategies that address the
instructional that address the varying that address the varying that address the varying varying learning styles of
strategies that learning styles of learning styles of learning styles of learners ineptly.
address the learners aptly. learners. learners with moderate
varying learning adeptness.
styles of learners.

65
Strand Sub-strand Specific Learning Suggested Learning Suggested Key Inquiry
Outcomes Experiences Question (s)
3.2 Curriculum By the end of the sub- Teacher trainee to; 1. Why do you differentiate
differentiation strand, the teacher curriculum for diverse
trainee should be able ● conduct online and library learners in the learning
(1 hr )
to; search on the concept of process?
a) explain the concept of curriculum differentiation as a 2. How do we differentiate
curriculum component of inclusive curriculum to suit diverse
differentiation as a education(content, learning learners in an inclusive
component of strategies in an inclusive setting?
inclusive education, setting, learning resources and
b) evaluate ways in assessment)
which curriculum can ● search online ways in which
be modified to suit curriculum can be modified to
diverse learners in an suit diverse learners in an
inclusive setting, inclusive setting and make
c) examine learning presentations.
strategies that suit ● watch videos and observe ways
diverse learners in an curriculum differentiation has
inclusive setting, been conducted in the learning
d) design learning process, share opinions on
resources for diverse observations made.
learners in an ● search for information on
inclusive setting, adapting activities to suit
e) design suitable diverse needs of learners in an
differentiated inclusive setting and make
power point presentations.

66
 assessment tasks for ● design learning resources for
learners in an diverse learners in an inclusive
inclusive setting, setting and display them in the
f) model a differentiated resource room.
lesson to cater for ● formulate suitable differentiated
diverse learners in the formative assessment tasks for
learning process, learners in an inclusive setting,
g) appreciate curriculum ● plan and model a differentiated
differentiation as a lesson, peer review the lessons
component of and share feedback.
inclusive education.
Core-competencies to be developed:
 Creativity and innovation: Use knowledge, skills, and values acquired in training to create new ideas to facilitate
learning in an efficient and effective way enhanced as the teacher trainees design learning resources for diverse learners.
 Pedagogical content knowledge: Displays understanding about how learners learn to plan a variety of instructional
strategies and resources to respond to learners’ diverse needs as the teacher trainee plans and models differentiated
lessons.
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.

67
Suggested Formative Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations

Indicator
Evaluates ways in Evaluates ways in Evaluates ways in Evaluates ways in Evaluates ways in which
which curriculum which curriculum can which curriculum can which curriculum can curriculum can be modified
can be modified to be modified to suit be modified to suit be modified to suit to suit diverse learners in an
suit diverse learners diverse learners in an diverse learners in an diverse learners in an inclusive setting
in an inclusive inclusive setting in- inclusive setting. inclusive setting superficially with sketchy
setting. depth giving rich partially giving some examples.
examples. relevant examples.
Ability to examine Examines learning Examines learning Examines learning Examines learning strategies
learning strategies strategies that suit strategies that suit strategies that suit that suit diverse learners in
that suit diverse diverse learners in diverse learners in an diverse learners in an an inclusive setting
learners in inclusive inclusive settings in- inclusive setting. inclusive setting superficially with sketchy
settings. depth giving rich partially giving some examples.
examples. relevant examples.
Ability to design Designs learning Designs learning Designs learning Designs learning resources
learning resources resources for diverse resources for diverse resources for diverse for diverse learners in an
for diverse learners learners in an learners in an inclusive learners in an inclusive setting ineptly.
in an inclusive inclusive setting aptly. setting. inclusive setting with
setting. moderate adeptness.

68
Ability to design Designs suitable Designs suitable Designs suitable Designs suitable
suitable differentiated differentiated differentiated differentiated assessment
differentiated assessment tasks for assessment tasks for assessment tasks for tasks for learners in an
assessment tasks for learners in an learners in an inclusive learners in an inclusive setting ineptly.
learners in an inclusive setting aptly. setting. inclusive setting with
inclusive setting. moderate adeptness.
Ability to model a Models a Models a differentiated Models a Models a differentiated
differentiated lesson differentiated lesson to lesson to cater for differentiated lesson lesson to cater for diverse
to cater for diverse cater for diverse diverse learners in the to cater for diverse learners in the learning
learners in the learners in the learning learning process. learners in the process with minimal
learning process. process exemplarily. learning process with proficiency.
moderate proficiency.

69
STRAND 4.0: BARRIERS TO INCLUSIVE EDUCATION
Strand Sub-strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)
4.0 4.1 Physical By the end of the sub-strand, the Teacher trainee to; How do physical
Barriers to barriers teacher trainee should be able to; barriers impede
a) evaluate the physical barriers ●brainstorm on physical barriers effective
inclusive (1 hour )
to effective implementation of that may impede effective implementation of
education
inclusion in a learning setting, implementation of inclusion in inclusion?
b) explore ways of alleviating a learning setting.
physical barriers in an ●discuss ways of alleviating
inclusive learning setting, physical barriers in a learning
c) formulate strategies of setting to support inclusion of
engaging parents and the all learners and make notes.
society to alleviate physical ●develop IEC materials to
barriers in inclusive learning sensitize the community on its
environments, role of alleviating physical
d) appreciate the need to alleviate barriers that may impede
physical barriers that may participation of all learners in
impede participation of all the learning process,
learners in the learning ●survey learning institutions
process. online or in person and observe
ways the schools have
alleviated physical barriers and
write a report.

70
Core-competencies to be developed:
 Communication and Collaboration: Enhance their skills in communication, team building and problem solving as the
teacher trainees interact with each other to brainstorm on physical barriers that impede effective implementation of
inclusion in a learning setting.
 Creativity and innovation: Use knowledge, skills, and values acquired in training to create new ideas to facilitate
learning in an efficient and effective way as the teacher trainees discuss ways of alleviating physical barriers in inclusive
learning settings.
Values
 Social justice: enhanced as trainees work together in groups to discuss physical barriers to inclusion with an aim of
alleviating physical barriers in inclusive learning environments
 Love: enhanced as trainees support each other during discussion and presentations.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Evaluates physical Evaluates physical Evaluates physical Evaluates physical Evaluates physical
barriers that may barriers that may impede barriers that may impede barriers that may impede barriers that may impede
impede effective effective effective effective effective
implementation of implementation of implementation of implementation of implementation of
inclusion in a inclusion in a learning inclusion in a learning inclusion in a learning inclusion in a learning
learning setting. setting in-depth with setting. setting partially with setting superficially with
rich examples. some relevant examples. sketchy examples.

71
Explores ways of Explores ways of Explores ways of Explores ways of Explores ways of
alleviating physical alleviating physical alleviating physical alleviating physical alleviating physical
barriers in a barriers in a learning barriers in a learning barriers in a learning barriers in a learning
learning setting to setting to support setting to support setting to support setting to support
support inclusion inclusion of all learners inclusion of all learners inclusion of all learners inclusion of all learners
of all learners comprehensively giving partially giving some superficially giving
rich examples. relevant examples. sketchy examples.
Ability to Formulates strategies of Formulates strategies of Formulates strategies of Formulates strategies of
formulate strategies engaging parents and the engaging parents and the engaging parents and the engaging parents and the
of engaging parents society to alleviate society to alleviate society to alleviate society to alleviate
and the society to physical barriers aptly. physical barriers. physical barriers with physical barriers ineptly.
alleviate physical moderate adeptness.
barriers

72
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question
4.0 4.2 Social By the end of the sub-strand, the Teacher trainee to; How do social
Barriers economic and teacher trainee should be able to; ● brainstorm and search online on economic barriers
to cultural a) evaluate the social economic the social economic and cultural impede effective
inclusive barriers and cultural barriers that may barriers ( gender, ethnicity, implementation of
education (1 hour ) impede effective inclusion of poverty and cultural practices) inclusion?
learners; that may impede effective
b) explore ways of alleviating inclusion of learners in a
social economic and cultural learning setting.
barriers in a learning setting to ● discuss ways of alleviating
support inclusion; social economic and cultural
c) appreciate the need to alleviate barriers in a learning setting to
social economic and cultural support inclusion of all learners
barriers that may impede and make notes.
participation of all learners in ● write a paper on social
the learning process. economic and cultural barriers
to inclusive education and make
presentations.
Core-competencies to be developed:
 Communication and Collaboration; Enhance their skills in communication, team building and problem solving as
trainees discuss in groups Social economic and cultural barriers to inclusive education.
 Self-efficacy; Reflect confidence in the ability to exert control over his own and that of the learner’s motivation, behavior,
and social environment as teacher trainees participate in discussions and presentations.
Values:
 Unity: enhanced as trainees work together in groups to discuss social economic and cultural barriers to inclusion.

73
 Respect: enhanced as trainees take turns during discussions and presentations on Social economic and cultural barriers to
inclusion.
 Social justice: developed as trainees explore ways of alleviating social economic and cultural barriers to include all
learners.

Suggested Formative Assessment Rubric

Exceeds expectations Meets expectations Approaches Below expectations
Level expectations

Indicator
Evaluates the Evaluates the social Evaluates the social Evaluates the social Evaluates the social
social economic economic and cultural economic and cultural economic and cultural economic and cultural
and cultural barriers that may impede barriers that may impede barriers that may impede barriers that may impede
barriers that may effective inclusion of effective inclusion of effective inclusion of effective inclusion of
impede effective learners in a learning learners in a learning learners in a learning learners in a learning
inclusion of setting in-depth with setting. setting partially with setting superficially with
learners in a rich examples. some relevant examples. sketchy examples.
learning setting.
Explores ways of Explores ways of Explores ways of Explores ways of Explores ways of
alleviating social alleviating social alleviating social alleviating social alleviating social
economic and economic and cultural economic and cultural economic and cultural economic and cultural
cultural barriers in barriers in a learning barriers in a learning barriers in a learning barriers in a learning
a learning setting to setting to support setting to support setting to support setting to support
inclusion of all learners inclusion of all learners. inclusion of all learners inclusion of all learners

74
support inclusion in-depth with rich partially with some superficially with some
of all learners. examples.. relevant examples. sketchy examples..

75