SCHEME OF WORK 2023-2024

Subject: SNIE Level: Year 1(all)

No Unit Titles Number of

Periods

1. Introduction to concepts and terms used Special Needs and Inclusive Education 6

2. Trends that marked Special Needs and Inclusive Education 4

3. Legal frameworks affecting Inclusive Education 4

4. Main principles of Inclusive Education 6

5. Main models of inclusion of learners with disabilities and other SEN 6

6. Roles and responsibilities school’s parents’ organization(PTAs) in supporting and raising awareness in inclusion of 4
learners with special needs and disabilities

7. The roles and responsibilities of community in the education of learners with disabilities and other special needs in 4
the school

8. The roles and responsibilities of all ranges of school community members in the education of learners with 4
disabilities and other special needs in the school

9. Roles of media in promoting the education of learners with disabilities and other special needs 4

10. Introduction to Braille and tactile transcriptions 8

11. Introduction to Rwandan Sing Language and Introduction to Deaf Education 6

 Number of periods/year 56

Number of periods/term

Term 1 18

Term 2 18

Term 3 20

SCHEME OF WORK
Term: II
Academic year: 2023→2024:
Class + option: Year 1 all
No. of periods per week: 2

Date Unit title Lesson title+ Evaluation Learning Teaching methods& Resources& Observation
objectives+ Key techniques +
Reference
unit
Evaluation
competence
procedures

Welcoming new year one students

Week 1 1.Introduction Definition of terms: -To define -Searching -Hand outs

to concepts and assistive devices, child- concepts
25/09- -Discussion in groups -Books
terms used friendly school,
29/09/2023 -Explain and use and presentation
Special Needs individualized teaching
 and Inclusive strategies, inclusive effectively key -Brainstorm -SNIE syllabus
Education education, integrated terms used in
-Internet
education, mainstream inclusion
education and ordinary
education.

WEEK 2 Definition of terms: -To define key -Searching -Hand outs

itinerant educator, terms used in
02/10-06 -Discussion in groups -Books
multidisciplinary team, SNIE
/10/2023 and presentation
SNE professionals, -SNIE syllabus
-To explain and
habilitation/rehabilitation -Brainstorm
use correctly the -Internet
services, resource room,
terms used in -Debate
specialized person
SNIE

Definition of terms: -To define key -Searching -Hand outs

terms used in
Support services or -Discussion in groups -Books
SNIE
intervention, Universal and presentation
-SNIE syllabus
Design for learning, -To explain and
-Brainstorm
impairment, disability, use correctly the -Internet
handicap, special terms used in -Debate
education, special needs SNIE
education, special
educational needs

WEEK 3 Differentiate between: -- -To differentiate -Searching -Hand outs

impairment, disability and and use the key
09/10 -Discussion in groups -Books
handicap, terms used in
13/10.2023 and presentation
Inclusion -SNIE syllabus
-special education, special
-Brainstorm
needs education, special -Internet
educational needs, -Debate
Key Unit
- Inclusive education, Competence
 integrated education, Explain and use
mainstream education and correctly the key
Evaluation procedures
ordinary education. terms used in
End unit assessment Inclusive and (Oral, written,
Special Needs practical…)
Education

Week 4 2.Trends that -Situation of SNIE before -Identify the Searching Hand outs
marked Special and after: roots and DVPT
16/10- -Discussion in groups -Books
Needs and in SNIE
20/10.2023
Inclusive  The second world war and presentation
-SNIE syllabus
Education  Jomtien declarations -Use acquired
(1990) -Brainstorm
knowledge to -Internet
 Salamanca contextualize the -Debate
statement(1994) education of
learners with
disabilities and
other SEN
Week 5  Dakar declarations -Use acquired -Searching -Hand outs
(2000) knowledge to
 UNCRPD (2008) -Discussion in groups -Books
23/10- contextualize the
 The 2003 Rwandan and presentation
27/10/2023 education of -SNIE syllabus
constitution amended learners with -Brainstorm
in 2015 disabilities and -Internet
other SEN -Debate

. Key Unit
Competence
Identify and
contextualize Evaluation procedures
Inclusive (Oral, written,
Education in the practical…)
current policy
trends and
pedagogical
practices.
 End unit assessment

Week: 6 3.Legal  International -Discuss the -Searching -Hand outs

30/10- frameworks declarations and international,
conventions regarding -Discussion in groups -Books
03/11/2023 affecting regional and
people with SEN and presentation
Inclusive national -SNIE syllabus
Education  Regional declarations, documents -Brainstorm
decrees and charters related to -Internet
regarding people with inclusion and -Debate
SEN SNE
-Link the legal
 National policies and frameworks with
legislations regarding inclusive
 people with SEN educational
practices

Key Unit
Competence
Discuss and
contextualize
international,
regional and
national
frameworks
regarding
inclusive and
Special Needs
education
 End unit assessment
Evaluation procedures
Week 7
(Oral, written,
practical…)
06/11-
10/11/2023

Week: 8 4.Main  Positive teacher’s -Explain the -Searching -Hand outs

13/11- principles of attitudes principles
 Teachers professional -Discussion in groups -Books
17/11/2023 Inclusive guiding inclusive
to varying SNE of and presentation
Education education -SNIE syllabus
learners -Brainstorm
-Assess the -Internet
implementation -Debate
of principles
guiding IE

Week 9  Active participation of -Promote -Searching -Hand outs

20/11- all learners without principles of IE -Discussion in groups -Books
24/11/2023 any form of in learners and presentation
discrimination -SNIE syllabus
educational
 Visionary school -Brainstorm,
sitting -Internet
leadership -Debate
 Coherent
multi/interdisciplinary
approaches
 End unit assessment

Key unit
competence
Appraise and
Evaluation procedures
assess the
implementation (Oral, written,
of the major practical…)
principles
guiding inclusive
and special
needs education
in general, and
particularly in
schools.

WEEK 10 Examination
27/11-
01/12/2023

Week 11 Examination
11-16/12/2023

Week 13 Marking and school report

 18-20/12/2023

SCHEME OF WORK
Term: II
Academic year: 2023→2024
Subject: SNIE
Class + option: Year 1 all
No. of periods per week: 2

Date Unit title Lesson title+ Evaluation Learning Teaching Resources& Observation
objectives+ Key methods&
Reference
unit competence techniques +
Evaluation
procedures

WEEK 1 4.Main principles of  Positive teacher’s --Explain the -Searching -Hand outs
Inclusive Education attitudes principles
08/01 - Teachers professional to -Discussion in -Books
guiding inclusive
12/01/2024 varying SNE of learners groups and
education -SNIE syllabus
presentation
-Assess the -Internet
-Brainstorm,
implementation
of principles -Debate
guiding IE
WEEK 2 -Promote
 Active participation
15/01- of all learners without principles of IE
19/01/2024 any form of in learners
discrimination educational
  Visionary school sitting
leadership
 Coherent Evaluation
multi/interdisciplinary procedures
approaches (Oral, written,
End unit assessment
practical…)
Key unit
competence
Appraise and
assess the
implementation
of the major
principles
guiding inclusive
and special
needs education
in general, and
particularly in
schools.

WEEK 3 5.Main models of Child friendly school - Apply models -Searching -Hand outs
inclusion of model and perspectives
22 - -Discussion in -Books
learners with of inclusive and
26/01/2024  Universal design for groups and
disabilities and SNE -SNIE syllabus
learning (UDL) presentation
other SEN -Internet
-Brainstorm
-Apply models
-Debate
and perspectives
of inclusive and
SNE
WEEK 4  Disability creation Apply models -Searching Hand outs
process model and perspectives
29/01 – -Discussion in -Books
of inclusive and
02/02/2024 groups and
SNE -SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate
Key unit
competence
Apply models Evaluation
and perspectives procedures
of inclusive and
(Oral, written,
other special
practical…)
needs education

 End unit assessment

WEEK 5 6.Roles and  Current situation in -Explain the -Searching -Hand outs
responsibilities homes and families potentials roles
05 – 09  Parents organization -Discussion in -Books
school’s parents’ and
02/2024 in Rwandan schools groups and
organization(PTAs) responsibilities -SNIE syllabus
presentation
in supporting and of parents in
raising awareness education with -Internet
-Brainstorm
in inclusion of disabilities and
learners with other SEN -Debate
special needs and
disabilities

 Roles and -Describe the -Searching -Hand outs

responsibilities of roles and
WEEK 6 parents of learners -Discussion in -Books
responsibilities
with disabilities and groups and
and active -SNIE syllabus
presentation
12 - other SEN collaboration -Brainstorm -Internet
16/02/2024  Working with school with parents in
PTAs -Debate
the education of
learners with
disabilities other
SEN in schools

Key Unit
End unit assessment Competence
Describe the
roles &
responsibilities
and active
collaboration Evaluation
with parents in procedures
the education of (Oral, written,
students with practical…)
disabilities and
other special
needs in the
school.

WEEK 7 7.The roles and  Current situation in -Explain the -Searching -Hand outs
responsibilities of the community roles of
19/02 –  Relevant related -Discussion in -Books
community in the community
23/02/2024 organization within groups and
education of members in -SNIE syllabus
the Rwandan presentation
learners with education of
disabilities and communities learners with -Internet
-Brainstorm
Week 8
other special needs SEN
26/02 - -Debate
in the school
01/03/2024
 The roles and -Use knowledge -Searching -Hand outs
responsibilities of and experience to
various members -Discussion in -Books
advocate and
within the community groups and
sensitize -SNIE syllabus
 Strategies of presentation
community
collaboration with the members on -Internet
-Brainstorm
community members education of
in education of learners with -Debate
learners with
SEN
disabilities
 End unit assessment

. Key Unit
Competence

To explain the
roles &
responsibilities Evaluation
and active procedures
collaboration of
various members (Oral, written,
practical…)
of the local
community in
the education of
learners with
disabilities and
other special
needs in the
school.
- -Searching -Hand outs
-Discussion in -Books
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

-Describe the -Searching -Hand outs

roles and
-Discussion in -Books
responsibilities
groups and
and active -SNIE syllabus
presentation
collaboration of
all ranges of -Internet
-Brainstorm
school
community -Debate
members in
education of
learners with
SEN

Key Unit
Competence
Student-teachers
should be able to
describe the
roles & Evaluation
responsibilities procedures
and active (Oral, written,
collaboration of practical…)
all ranges of
 school
community
members in the
education of
learners with
disabilities and
other special
needs in the
school.

Week 9 8.The roles and  Current situation in Describe the Searching Hand outs
responsibilities of the school community potentials, roles
04- Roles and -Discussion in -Books
all ranges of school and experiences
08/03/2024 responsibilities of groups and
community of all ranges of -SNIE syllabus
school leadership presentation
members in the school
education of community -Internet
-Brainstorm
learners with members in
disabilities and education of -Debate
other special needs learners with
in the school SEN

Week 10  Roles and peers at

11 - both community and
15/03/2024 school levels
Roles and Describe the
responsibilities of roles and
students clubs in responsibilities
raising awareness in and active
IE collaboration of
all ranges of
school
community
members in
education of
 learners with
SEN

Week: 11 EXAMINATION
18 -
22/03/2024

MARKING AND SCHOOL REPORTS

WEEK 12
25 -
29/03/2024
SCHEME OF WORK
Term: III
Academic year: 2023→2024 Subject: SNIE
Class + option: Year 1 all No. of periods per week: 2

Date Unit title Lesson title+ Evaluation Learning Teaching Resources& Observation
objectives+ Key methods&
Reference
unit competence techniques +
Evaluation
procedures

WEEK 1 Unit 9 The role  Identification of -Describe the role -Searching

of media in different media of media in the
15/04 - channels suitable for -Discussion in -Hand outs
promoting the promotion of
19/04/2024 communicating IE groups and
education of Inclusive -Books
presentation
learners with Education
disability and -SNIE syllabus
-Brainstorm,
other special -Internet
needs. -Debate
Week 2  Role of media in -Explain the
22/06 - promoting education of influence of
28/04/2024 learners with SEN and media in the
other disabilities education of
 Positive and negative learners with
use of media channel SEN and other
disabilities

WEEK 3 10.Introductio  Correction of the second -Searching -Hand outs

29/04 - n to Braille and term exam
 History of Braille and -Discussion in -Books
03/05/2024 tactile
tactile transcriptions groups and
transcriptions -SNIE syllabus
presentation
-Describe the -Internet
-Brainstorm
background and
basics of Braille
method
End unit assessment Evaluation
Key unit procedures
competence
(Oral, written,
Use Braille and practical…)
tactile materials
as alternative
communication
for learners with
visual difficulties

WEEK 4  Rules of Braille -Apply Braille -Searching -Hand outs

06/05 - transcriptions rules for effective
-Discussion in -Books
10/05/2024 communication
groups and
with visually -SNIE syllabus
presentation
impaired people
-Internet
-Brainstorm
-Debate
WEEK 5  Braille alphabet, figures -Apply rules -Searching -Hand outs
13/05 - and punctuation(grade guiding Braille
one) -Discussion in -Books
17/05/2024 transcriptions
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

 Braille alphabet, figures - Apply rules -Searching -Hand outs

and punctuation (grade guiding Braille
one) (continuation) -Discussion in -Books
transcriptions
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

WEEK 6  End unit assessment Key unit Evaluation

20/05- competence procedures
24/05/2024
Use Braille and (Oral, written,
tactile materials practical…)
as alternative
communication
for learners with
visual difficulties

WEEK 7 11.Introductio  History of Sign -Describe the -Searching -Hand outs

27/05 – n to Rwandan Language in Africa and background and
in Rwanda (Andrew -Discussion in -Books
31/06/2024 Sing Language basics of
Foster) groups and
and Rwandan Sign -SNIE syllabus
presentation
Introduction to Language
Deaf Education -Internet
-Brainstorm
 -Debate

WEEK 8  Rules of basics of -Apply rules -Searching -Hand outs

03/06 - Rwandan Sign guiding Rwandan
Language -Discussion in -Books
07/06/2024 Sign Language
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

WEEK 09  Basic Rwandan Sign -Apply rules -Searching -Hand outs

10/06 - Language guiding Rwandan
-Discussion in -Books
14/06/2024 Sign Language
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

 Basic Rwandan Sign -Apply rules -Searching -Hand outs

Language(continuation) guiding Rwandan
-Discussion in -Books
Sign Language
groups and
-SNIE syllabus
presentation
-Internet
-Brainstorm
-Debate

WEEK 10 Key unit

17/06 -  End unit assessment competence
Evaluation
21/06/2024
Use Rwandan procedures
Sign language to (Oral, written,
communicate practical…)
with the persons
 with Hearing
Difficulties

WEEK 11 Examination

24/06-
28/06/2024
WEEK 12 Marking and school reports
01/07-
05/07/2024