Designing Learning for Diversity and Inclusion: A Case Study of Susan

This case study discusses the challenges faced by a student named Susan who has a vision impairment and moderate learning challenges. The article focuses on designing learning for diversity and inclusion and discusses tangible experiences, uniting experiences, adaptive instructing methods, and the universal design for learning (UDL).

1
Assignment Coversheet
Student ID number
Unit name Designing Learning for Diversity and Inclusion
Unit number
Name of tutor
Assignment name Assignment 2 Case Study: Susan
Due date
You must keep a photocopy or electronic copy of your assignment.
Student declaration
I certify that the attached assignment is my own work. Material drawn from other sources has
been appropriately and fully acknowledged as to author/creator, source and other bibliographic
details. Such referencing may need to meet unit-specific requirements as to format and style.
Signature of student: ___________ _______________________Date:

2

3
Contents
Overview 4-5
Tangible Experiences 5
Study through undertaking the activities 6-7
Uniting Experiences 7-8
Adaptive Instructing Methods 8-9
The universal design for learning (UDL) 9-12
Conclusion 12
References 12-15

4
Overview
Becky has a vision impairment. She is legally blind and has moderate learning challenges. Her
vision is stable and is measured as 10/200 in each eye. Her visual deficits were caused by
accidental hypoxia (reduction of oxygen in body tissues below physiologic levels) due to smoke
inhalation from a fire in the home. She is a friendly and motivated student. She receives
Orientation & Mobility services from a consultant who works within the building and the nearby
community. She is currently using a closed circuit TV to read print. All information must be
enlarged for her to use. She also uses talking books. A focusable telescope was offered but she is
not interested in using it. In a recent assessment, her IQ was assessed at 83. Becky’s teacher is
wondering which of the curriculum outcomes will be appropriate for her and which will need to
be modified.
Becky’s needs include but not limited to the following:
 Developing skills for reading
 Seating in a strategic position so that she can see the teacher, or the whiteboards.
 Wearing glasses, using magnifiers, or even using additional lighting for classwork
 Need large printouts or audio materials for reading
 Voice stimulated laptops or other technology for assisting
 Additional time finish assigned assignments
 Sometimes miss classes to see the consultant to receive orientation and mobility
In order to meet Becky’s needs and develop her reading skills and all other aforementioned
challenges, I will use approaches which are based on class settings as well as the quality
coaching in addition to worldwide design for learning contexts. These contexts emphasis the

5
classroom setting, plain coaching and various engagement, and expression representation
(Ganesh and Narendran, K., 2018, p. 5). The teacher should also include teaching using tangible
and uniting experiences as well as learning through doing. There exists various tools which can
help Becky together with other pupils with visual problems to achieve the learning objectives.
Expertise can drastically modify the ability of learning among pupils particularly those with
visual problems in order to overcome the challenges they face on a daily basis. (Ibrahim et al.,
2016, p. 10). In all the frameworks applied here, technology and appropriate policies which will
be able to give room and adjust the teaching methods so as to meet the pupils’ learning needs.
Tangible Experiences
Interacting with models does not equal the interaction on can have with a real article or thing,
especially if the pupils have not had a direct contact with the item. This remains quite true
amongst all pupils especially those who have visual problems. For instance, frolicking using a
plastic doll means nothing for blind pupil before they touch, smell, has the doll and has had an
opportunity to interact with it. It’s quite essential to provide contact with real items initially and
then resolve if the pupil can connect the knowledge to the models they have already interacted
with (Simon et al., 2010, p. 565). The teacher should never assume that the pupil is familiar with
even common items and things. A good illustration is where the pupil’s family possess a car,
however the pupil might not have interacted with any vehicles. In such a scenario, it is best to
converse with the pupil concerning the similarities and disparities through actual contacts with
an assortment of cars (Alice, 2017).

6
Study through undertaking the activities
Pupils who have visual deficiencies should directly participate in every aspect the duties and
chores on a daily basis so that they can better apprehend the domain. This will help understand
where things are stored, the procedure involved in food preparation, completing errands in
addition to other everyday schedules. Participation in these recurring sequences will stimulate
independence and reduce the pupil's reliance on other people (Simon et al., 2010, p. 565).
Good meaning persons in order to show compassion and kindness, sometimes may generate
learning vulnerability in pupils with visual impairment. For instance, coats mysteriously get
hanged up, food miraculously is put on the table and the utensils cleared once they finish eating,
while playing dolls dropped or thrown away mystically resurface (Avornyo, 2017, p. 58). That is
“A Noble Pixey Syndrome” which should be replaced by the need of being part and parcel of the
activity in order to be autonomous. Here the teacher should prevent the learning vulnerability for
Becky through giving her some duties and responsibilities.
The teacher can grow this level of independence by encouraging Becky to carry out tasks on
their own where possible. The teacher ought to allow Becky to walk around her accustomed
classroom and get information or materials as well as to be liable for her personal items. If the
teacher is instructing the class on a procedure involving a number of steps, the teacher should
ensure that all pupils including Becky take part in every step from the start till the finish of the
procedure. Here, if Becky only finishes just some steps, she will definitely be uninformed
concerning the other procedures other students have finished. The soonest possible, the teacher
should let Becky go through the task individually so that she does not become highly reliant on
other pupil in doing other related tasks (Habulezi et al., 2016, p. 8).

7
In case Becky is not able to take part fully on her own, the teacher should explore other ways in
which Becky can be aided through the task, in order to allow her finish the phases that she is able
to do on her own. Progressively the teacher should dwindle aid until Becky becomes sovereign.
The teacher should gently take Becky through the action so that she understands what is
projected from the activity. These recurring natural experiences and opportunities will aid Becky
make relations. Autonomy and responsibility are significant aspects to help Becky attain her
topmost potential (DiDonato, 2012, p. 30).
The other indispensable skill Becky ought to learn is problem resolving. In case Becky requires
various sorts of assistance, the teacher should show her alternative methods of handling
circumstance, instead of automatically offering the aid. The teacher needs to challenge Becky to
come up with other options and reinforce her when she gives a resolve. It is quite important to
never do a task for Becky which she can comfortably do on her own (Newman, 2012, p. 21).
Uniting experiences
Considered, pertinent and decisive lesson preparation is vital for all pupils. The teacher should
purposely incorporate concept expansion into all lessons strategies. Majority of the concepts
ought to be directly imparted through teaching without any assumptions that Becky can learn the
skills on her won or by passively listening to the teacher. The teacher should strategize the
lessons in such a way that Becky gets challenged and can participate at the levels they are
comfortable (Haakma et al., 2017, p. 262). The teacher should develop learning events in a way
that accommodates the variations in interest and ability of the pupils. They should also integrate
assignment analysis, regressive chaining, motoring, modeling, illustrations, applying schedules
and reinforcement. So as to remember what every pupil is handling, the teacher should make

8
diagrams that show articles from every pupil’s Individualized Education Plan (IEP). These
should be displayed on classroom walls and the facilitator should identify each pupil not by
name but rather by use of a shape, colour or other unique codes (Haakma et al., p. 317).
Adaptive Instructing Methods
The teacher should employ efficient teaching methods to transmit knowledge to the pupils
because teaching is an intricate contact between the instructor and the pupil. Thus, a paradigm
modification is needed from traditional, non-participatory training to modern training which
encompasses a contact between a tutor and a pupil, where diverse requirements of learners are
taken into consideration. Nevertheless, conducting lessons in classes for instance where Becky
and other pupils who are differently abled is quite hard, because this type of teaching requires to
be further personalized in comparison to standard classrooms, (Peters, 2003).
Additionally, it is quite clear that, the level of visual capacities differs amongst the pupils which
leads to disparities in learning requirements and learning approaches for pupils, for instance, in
the case of Becky, she has stable vision in both eyes and has a value of 10/200 in both eyes
(Salisbury, 2008, p. 38). The level of severity of the impairment determines the degree of
comprehension on how the globe is structured, and how one can act upon it. Consequently,
pupils with eye problems like Becky need distinctive techniques to address their learning
complications (Haakma et al., 2016, p. 318).
Thus, it is indispensable that trainers appreciate this need in order to prearrange teaching
methods to apply for operational training (Salisbury, 2008, p. 26). The teacher should provide
support to Becky through using various sensory incentives, for instance smells, sounds, shapes
and textures, in order to assist Becky build an image of the globe. Various studies demonstrate

9
that, outstanding tutors are able to include pupils with varied education requirements.
Subsequently, inclusive learning calls on adaptive training, an outstanding tutor is the person to
make consideration for these adjustments for Becky’s learning (Haakma et al., 2018, p. 71).
These adaptations and modifications of training and learning settings, training approaches
together with other valuable practices employed to normal sighted learners may also be
employed to pupils with eye problems such as Becky (Spungin, 2002, ).
The universal design for learning (UDL)
The main objective of UDL is to apply various methods of coaching to eliminate any obstacles to
education and offer every pupil an equal chance to progress well in learning. It concerns
construction of plasticity which may be attuned for needs and strengths of all pupils (Black et al.,
2015, p. 15). UDL remains as a context for developing lesson assessments and plans based on
some principles as illustrated below:
 Involvement: UDL will inspire the instructor to seek various ways of motivating pupils
including the visually impaired like Becky. The teacher should let the pupils decide on
their choices as well as give them tasks which are applicable in their day to day lives.
This will help the teacher to keep students interested in learning. The teacher should also
bring in the aspect of skill building for instance games and allow the pupils to about in
the classroom (Black et al., 2015, p. 15).
 Activities for expression: UDL proposes giving pupils multiple ways of interacting with
learning objects in order to demonstrate the things they have learnt. For instance, pupils
may be given the opportunity to decide if they wish to do individual tests, group projects
or oral presentation.

10
 Representation: UDL endorses providing the learning materials using various formats.
For instance, books and texts are chiefly visual. In order to cater for Becky, the teacher
may also provide videos, audio materials in addition to hands-on education. This will
give every pupil an opportunity to get the learning materials in ways appropriate and
suitable their educational strengths (Dreher, et al., 2016, p. 368).
Various ways of representation emphasize on presentation of learning materials using different
methods. This includes audio, written, visual, physical etc. Demonstrating the content in various
methods is significant since it considers each pupil’s discrete inclinations and variations (Dreher,
et al., 2016, p. 372). When displaying information for Becky, although she is using a closed
circuit TV to read, she will give the best performance by talking materials. During the
development of Becky’s material for learning it would be very good to incorporate materials of
talking and listening (D’Andrea and Siu, 2015, p. 120). This is chosen since it will work to her
strong points and may be achieved via talking toys. This will help Becky to develop her literacy
abilities because she can improve them through the hearing sense. The teaching modification
may be applied for all pupils through adjusting the manner in which the information is presented
in order to meet the various needs of the pupils. The teacher will achieve this modification by
technology in coaching.
Manifold ways of expression emphasize on the methods of acquiring information. It is quite
indispensable for pupils to be able to express the knowledge they have gained at their own
individual levels. For instance, requiring pupils to demonstrate their knowledge of management
of solid waste through writing an essay will be a hindrance to pupils like Becky since she has
visual impairment (Kisanga and Richards, 2018, p. 914). By use of technology such as dictation
and transcription software, they can record the pupils’ voices and type everything the pupils

11
speak out and therefore, Becky and other pupils who are abled differently are not disadvantaged.
If the teacher analyses critically how pupils demonstrate their understanding and open the
outlook to various approaches, it will allow all pupils prosper academically since they will able
to focus on their strengths as they improve on their weaknesses (Chandler et al., 2017, p. 155).
Providing the pupils with various means to express themselves will give them diverse choices
govern their learning which improves their self-governance (Ormrod, 2016, p. ). This enable the
pupils who have some problems of conflict resolution to improve on that area. The teacher can
achieve the expression for the pupil through giving the pupils a range of assignments from which
the pupils are allowed to choose from. Every week the tasks given should be different which will
greatly enable the pupils to improve their expression.
Various methods of engagement emphasize on the reasons for learning. Engaging pupils in
education may be achieved by employing pertinent learning goals which directly relate to the
pupil’s life as well as generating a supportive learning background by use of appropriate
technology. This allows the pupils to link what they have been taught to their daily lives in
different contexts as well as in their future lives (Chandler et al., 2017 p. 153). Emphasis on the
explanations on the topics being taught makes all the pupils to appreciate the course supporting
the rationality instead of the rules being passed on them and therefore, the pupils can readily put
the knowledge gained in applications in different situations. This becomes the objective towards
all the pupils especially those who are abled differently particularly Becky. Applying the UDL
context, accommodation, teaching modification as well as education for all pupils are approaches
based in a classroom which will effectively meet the requirements of all pupils. This is
achievable since UDL context underscores on individual choices and considers all pupils and
their preferences in manner of education.

12
Conclusion
This article has concentrated more on various modifications and technology in teaching the
pupils who are abled differently. These aspects if applied appropriately in the classroom will
allow Becky’s and other pupils’ needs to be met adequately. Using tangible experiences,
studying through actual undertaking of the activities, use of uniting experiences as well as the
application of universal design for learning structures have emphasized the significance of the
modification and accommodation the teacher will make when teaching and the ways in which
they able to stimulate an inclusive class. All these aspects should be integrated in all the lessons.
This will guarantee that Becky together with other pupils who are abled differently are not left
out during the lessons.

13
References
Alice, A., 2017. Participation of students with visual impairments in physical education
activities in Wenchi Methodist Senior High School, Ghana (Doctoral dissertation).
Avornyo, A., 2017. Participation of students with visual impairments in physical education
activities in Wenchi Methodist Senior High School, Ghana (Doctoral dissertation,
University of Education, Winneba). (p. 58).
Black, R. D., Weinberg, L. A., & Brodwin, M. G. 2015. Universal design for learning and
instruction: Perspectives of students with disabilities in higher education. Exceptionality
Education International, 25(2), pp. 14-16.
Chandler, R., Zaloudek, J. & Carlson, K. 2017. How Do You Intentionally Design to Maximize
Success in the Academically Diverse Classroom? New directions for teaching and
learning, 151(1), pp. 151-169.
D’Andrea, F.M. and Siu, Y.T., 2015. Students with visual impairments: Considerations and
effective practices for technology use. In Efficacy of assistive technology interventions
(pp. 111-138). Emerald Group Publishing Limited.
DiDonato, N. (2012). Effective self- and co-regulation in collaborative learning groups: An
analysis of how students regulate problem solving of authentic interdisciplinary tasks.
Instructional Science, 41(1), 25-47.
Dreher, A., Kuntze, S. & Lerman, S. 2016. Why Use Multiple Representations in the
Mathematics Classroom? Views of English and German Preservice Teachers.
International Journal of Science and Mathematics Education, 14(2), pp. 363-382.

14
Ganesh, S. and Narendran, K., 2018. Expert comments on: Are children with low vision adapted
to the visual environment in classrooms of mainstream schools? Indian journal of
ophthalmology, 66(2), p. 1-9.
Haakma, I., Janssen, M. and Minnaert, A., 2016. Understanding the relationship between teacher
behavior and motivation in students with acquired deaf blindness. American annals of the
deaf, 161(3), pp.314-326.
Haakma, I., Janssen, M. and Minnaert, A., 2017. Intervening to improve teachers’ need-
supportive behaviour using Self-Determination Theory: its effects on teachers and on the
motivation of students with deaf-blindness. International Journal of Disability,
Development and Education, 64(3), pp.310-327.
Haakma, I., Janssen, M. and Minnaert, A., 2017. The Influence of Need-Supportive Teacher
Behavior on the Motivation of Students with Congenital Deaf-blindness. Journal of
Visual Impairment & Blindness, 111(3), pp.247-260.
Haakma, I., Janssen, M.J. and Minnaert, A.E., 2018. Need support in students with Visual
impairments: comparing Teacher and student Perspectives. In Frontiers in Education
(Vol. 2, p. 71). Frontiers.
Habulezi, J., Molao, O., Mphuting, S. and Kebotlositswe, K.M., 2016. Inclusive education and
challenges of providing classroom support to students with blindness in a general
education classroom at a school in Botswana. International Journal of Learning,
Teaching and Educational Research, 15(1), pp. 1-14.
Ibrahim, Z., Alias, N. & Nordin, A. 2016. Needs analysis for graphic design learning module
based on technology & learning styles of deaf students. Cogent Education, 3(1), pp. 1-14.

15
Kisanga, S.E. and Richards, G., 2018. Teaching pedagogies in Tanzanian inclusive educational
settings: Do they respond to diverse needs? Voices from students with visual impairment.
British Journal of Visual Impairment, p.0264619618780914.
Newman, R. (2012). Goal setting to achieve results. Leadership, 41(3), 12-38.
Ormrod, J. E. 2016. Human Learning (6th ed.). Essex, England: Pearson Education Limited.
Peters, S.J. 2003. Achieving Education for All by Including those with Disability and Special
Educational Needs. World Bank.
Salisbury, R. 2008. Teaching Pupils with Visual Impairment: A guide to making the School
Curriculum Accessible. London: Routledge: Taylor & Francis Group.
Simon, C., Echeita, G., Sandoval, M. and Lopez, M., 2010. The inclusive educational process of
students with visual impairments in Spain: An analysis from the perspective of
organizations. Journal of Visual Impairment & Blindness, 104(9), p.565.
Spungin, S.J. 2002. When You Have a Visually Impaired Student in Your Classroom: A
Guide for Teachers. New York: AFB Press.