ADAPTED CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS AND DISABILITY

1.1 Introduction

Curriculum adaptation involves deliberate changes to content, instructional strategies, learning resources, and assessment approaches in order to meet the diverse learning needs of learners with special needs and disabilities.

Such adaptations may include:

• Modification or substitution of curriculum content

• Removal of selected content areas

• Adjustment of learning outcomes

• Differentiation of assessment procedures

These adaptations ensure equitable access to education and meaningful participation of all learners in Senior School.

1.2 General Guidelines for Adapted Curriculum

The following guidelines shall apply depending on the category of special need:

1. Learners with Visual Impairment (VI), Hearing Impairment (HI), and Physical Impairment (PI) shall learn using the adapted curriculum.

2. Schools shall provide specialised learning resources and undertake appropriate modifications of the learning environment.

3. Learners with Hearing Impairment shall learn Kenyan Sign Language (KSL) in place of Kiswahili or adapted Kiswahili, where applicable.

4. Learners shall select three subjects within and across pathways based on career choice, ability, and the relevant curriculum adaptations.

1.3 Learners with Visual Impairment (Low Vision and Blindness)

Learners with visual impairment shall pursue the adapted curriculum outlined in Table 1.1.

Table 1.1: Subjects for Learners with Visual Impairment

1.4 Learners with Physical Impairment

Learners with physical impairment experience challenges related to mobility, posture, manipulation, and speech. They shall pursue the adapted curriculum provided in Table 1.2.

Senior Schools shall ensure that:

• Learners are provided with mobility, positioning, writing, and drawing assistive devices

• Classroom seating arrangements accommodate wheelchairs and other mobility aids

Table 1.2: Subjects for Learners with Physical Impairment

1.5 Learners with Hearing Impairment

Learners with hearing impairment may experience partial or total hearing loss, ranging from mild to profound. They shall pursue the adapted curriculum for Hearing Impairment (HI).

Senior Schools shall:

1. Use total communication, including signs, gestures, body language, and lip reading.

2. Undertake auditory stimulation activities to maximise residual hearing and speech development.

3. Provide assistive devices and technologies, including hearing aids and acoustically treated rooms.

4. Provide sign language interpretation services.

5. Position learners appropriately in classrooms to enhance visual clarity during communication.

6. Ensure access to adapted learning resources, such as captioned audio-visual materials supported with sign language interpretation.

7. Ensure that learning environments are well lit.

8. Adapt assessment approaches to include signed, oral, written, audio-visual, and observational methods.

Table 1.3: Subjects for Learners with Hearing Impairment

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