Identifying the barriers in a resources plan, rather than labeling a learner’s struggles, is the foundation of planning with universal design for learning in mind. As a creator of my resource, I will focus on limitations of these designs, not the perceived limitations of the learners. Inclusivity is more than simply being accessible to all strides of people, as it requires the designer to build around support and challenges for all types of learners. The aim here is to minimize possible barriers in the design by recognizing them to begin with, beforehand. In my learning resource for Study Habits, and Strategies for Academic Tests, the creators and I consciously make the effort to be considerate of all learning types, english learners, and those of different backgrounds. The lessons allow for the different goals to be set on an individual student basis, so it is not a papercut for each person to have to be exactly the same. There is a varied range of activities for the resource; single work, group work where you discuss with a partner, reflection, online discussion, opportunity to work on our own or in small groups, and to have access to it at home. As a specific learning context sample, to ensure the needs are fulfilled for those with loss of hearing and are successful in meeting our lesson outcomes and goals, instructors will first make an effort to speak clearly and be intentional to enunciate words. Visual models will be provided throughout the lesson in gathering information from activities and the class as a whole. The google docs speech-to-text feature will be used to record the classroom during the lesson and discussions. This way the individual is able to read along to be kept up in real time with the rest of the class. In addition, key points and images will be provided on slides displayed to the students during the lesson, so there is more than simply reading what is being spoken. Furthermore, the visual aspect and use of visual materials will help others as well, and solidify key points for the class.
While designing the learning resource, we made adaptations to support and include learners of certain contexts, but keeping in mind that some changes end up benefiting all in the end, regardless of preexisting challenges. After giving this some more thought, one of the things we decided it would be more beneficial to add was more clarity to the steps and actions to take for the resource. As someone who is very step-based myself when it comes to following tasks, I think that having an instruction and task clearly outlined is crucial for the learners success, and to create an equal ground for those coming to understand the task at hand. Simplifies the learning process for learners.
Overall, the informal activities within the duration of the lesson will allow students to show what they have learned, and engage in thinking about the material. A supportive and respectful environment inside the space and among peers will be demonstrated. A community approach will be taken as students get the opportunity to share and help each other when it comes to studying and strategies. There will be a visual timer on the class projector screen with the limit of how long students have to complete a certain activity so they can be motivated, check in, and be all equally informed on the time they have to get it done. Tips and scaffolds are used in the lesson, and materials are provided with visual and kinesthetic options as well during teaching and in some of the activities. From here, learners get to demonstrate their new knowledge and skills in different ways; multiple means of engagement is given by planning alternative routes for the learning experiences that lead to a similar destination in the end.
