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

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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:

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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

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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