Inclusive Education: Effective Practices for Becky's Case Study

This case study focuses on Becky, a student with visual impairment and moderate learning challenges, exploring effective inclusive education practices. The case study details Becky's condition, including her legal blindness and moderate IQ, and outlines her specific learning needs, such as support in language and curriculum understanding, motivation, compensatory skills, and social communication. It emphasizes the importance of addressing vision deficits, developing vocabulary and problem-solving skills through class-based approaches and universal design for learning. The study highlights inclusive strategies, including encouraging students to sit near the front of the classroom, compensatory and functional skills, and the use of assistive technology like induction loops and vision aids. Differentiated pedagogy, including the use of stations, compacting, agendas, videos, and seminars, is also discussed to meet individual student needs. The learning plan includes recommendations for modifying the learning environment, providing assistive technology, and offering multiple means of expression to promote self-management and problem-solving skills. The case study emphasizes the importance of collaboration, flexibility, and individualized support to foster an inclusive learning environment for students with visual impairments. This assignment is available on Desklib, a platform providing AI-based study tools for students.

Running head: INCLUSIVE EDUCATION-EFFECTIVE INCLUSIVE PRACTICES
CASE STUDY BECKY
Students ID:
Name of the University
Authors Note

1INCLUSIVE EDUCATION-EFFECTIVE INCLUSIVE PRACTICES
Overview of the case
Becky has a vision problem and she is legally blind with moderate challenges in
learning. However, vision is quite stable and is usually measured as 10 out 200 in each of the
eye. The visual defects of Becky is caused due to accidental hypoxia owing to inhalation of
smoke that took place from a fire at home. Becky is friendly as well as a very motivated
student and she receives her services mobility from a consultant that works within the
community building. She has been offered with a focusable telescope but she did not show
any interest in using it. However, in her current assessment it has been found that she has
moderate IQ level with 83. Based on the overview of her conditions it can be said that Becky
needs the following learning ailments:
 Support in understanding the English language and other learning curriculam to the
extent as much possible
 Motivation to understand her defect and development of reading capabilities
 Helping her with compensatory access skills provided with proper orientation and
mobility
 Development of self-determination and sensory efficiency of the Becky and helping
her increasing her social communication.
 Ability to resolve a conflict and an ability to confront her problem
 Capability of problem solving skills
In order to meet the requirement of Becky it is necessary to deal with her vision
deficit condition for making her understand her learning defects. Becky is needed to develop
her skills of vocabulary and language skills along with skills of problem solving that will be
taught to her using a class based approach and by using quality teaching as well as universal
design for learning (Bryant, Bryant & Smith, 2015). Compensatory and operational skills are

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necessary such as learning experiences for the blind and visually deficit children. These skills
are required for them for helping them access all the aspects of core curriculum. On the
contrary, functional skills indicates the skills that the children with visual impairment by
helping them with the opportunity to work play and communicate with each other (Robinson,
2017).
The key learning requirements
According to Blind and vision impairment forum in Australia, almost one out of some
Australian children has a significant problem with vision impairment (adcet.edu.au, 2018). In
this regards, within the population in Australian most of the children have certain level of
vision deficit while only a small group of people is blindness. There are broad range of
inclusive strategies that can support students to learn. However, there are certain specific
strategies that can be used for teaching children with vision impairment. In this aspect, it is
necessary for the educators for encouraging the students with vision impairment for moving
towards the front of lecture theatre where they can have unobstructed vision (Mitchell, 2015).
Compensatory and functional skills are inclusive of those experiences of learning that helps
in development, spatial understanding, organisational skills along with speaking and skills of
listening. However, communication requirement for visually impaired children may vary,
depending on the amount of operational vision, impact of additional impairment. Children
may be helped with the use of larger print, or print with use of large optical devices, sign
language and recorded material for interacting. Regardless of these, each of the visually
impaired students’ needs proper instruction from the teacher with professional preparation for
instructing students with visual problems in each of the compensatory and operational skills.
Orientation and mobility of students

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As a part of additional core curriculum, orientation and mobility is a crucial area of
learning for these visually impaired students like Becky. However, () states that teacher who
have specific qualification for teaching orientation and mobility for the blind and visually
challenged children it is necessary to deliver them the curriculum. This is needed to be done
because students will need to learn about themselves and the environment they stay in taking
from the initial body language to the independent travel in various areas. Therefore, Becky
needs to be provided with expanded core curriculum that includes focus on the fundamental
requirements and basic capability for the visually impaired students to travel independently
and enjoy the environment.
Assistive technology
Technology is an equipment for unlocking the needs of learning and increase the
horizons of the students. As stated by Ahmad (2015), technology can be a great equalizer for
the children with vision impairment. For the braille user, it will allow student for providing
feedback to the teaching stags by producing the material in braille for personal utilisation.
These activities will provide Becky and other visually challenged people with the ability of
storing and retrieving information. Moreover, technology will help to improve
communication and learning as well as it will help to increase the arena of these children in
different significant ways. Becky’s teacher needs to use assistive listening devices like
induction loops during the time of class. In this context, vision aids may be inclusive of
transmitter and receiver system with a clip fixed on a microphone for the class (Buhere &
Ochieng, 2013).
The need for collaborative service activities is extremely helpful in assisting students
with vision disability. Ancillary staffs of most of the education institutes’ helps in
occupational therapy and physiotherapy that are not always accessible to educational

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authorities for their students (Witchger Hansen, 2015). Therefore, for the students with vision
impairment, new technologies such as internet is needed to be used for bridging the gaps. In
this aspect, it is necessary to ensure that the lists of the subject oriented and technical
terminology that the students will be needed to accomplish are made accessible before in the
course (Brian & Soonhwa, 2017).
Using assistive technology for the Children with learning disabilities can be helpful in
improving academic achievement in their writing expression, reading as well as performance
of mathematics (Anthony, 2002). Assistive technology is any device that helps the children
with disability to complete a regular task (Adebisi, Liman & Longpoe, 2015). The tool can be
any item that can be used for maintaining and improving the operations of child with
disability
Differentiated pedagogy that meets the requirements of the individual
Differentiated instructions and learning module is a teaching and learning method that
focuses on the disabled students at the core (Navarro, Gesa & Sampson, 2016). This is
because all the students is different from each other. In this method, the process of learning
instruction emphasises the fact that a particular style of teaching will not accommodate each
of the student specifically when the style of the teacher is a mismatch for the student
(Navarro, Gesa & Sampson, 2016). In this regards, differentiated form of teaching helps the
teacher with various options of learning activities, demanding content, various modes of
assessment and the classroom environment for fulfilling the needs of the children.
Strategies for differentiated pedagogy and instructions for children
Nearly all the teachers agree with the objective of differentiating pedagogy. However, often
teachers mat lack certain strategies. Therefore, here are some strategies for flexible system of
grouping and tiered activities that educators can utilise for avoiding old type of instructions.

5INCLUSIVE EDUCATION-EFFECTIVE INCLUSIVE PRACTICES
Use of stations: using station involves with putting up of various spots within the classroom
where students work with different tasks in a simultaneous way. These stations help in
flexible system of grouping as not all the students’ needs to go to stations all the time.
Compacting: this method motivates the teachers to evaluate students prior to beginning a
unit of study or establishment of skills. In this context, students who perform well in the pre
evaluation test, do not continue work on what they already are aware about,
Agendas: These are customised lists of tasks, which the visually impaired students needed to
complete within a specific set of time; student’s agendas throughout the given time may have
similar as well as dissimilar components that may be helpful (Seale et al., 2015).
Videos and tapes: It is necessary for the teachers to inform the student in advance if the
teacher plans to utilise a film, videos, slides and discussion substitute ways of presenting
important information. In this context, notifying students with the proper intentions will help
the students to be prepare about the resources in class (Higgins, 2013).
Seminars:
Students who have visual impairment that may affect their capability to access texts.
They may be excluded while reading some tutorials. They may also face issues in face-to-
face interaction, as they are unable to read the facial movements and body language, in this
context, seminar many be helpful for the speakers to say there name, providing the students
with textual material in an available format may be helpful for them as well.
In this context, the quality framework of teaching focuses on the incorporation of
intellectual quality, and in providing quality environment for learning with significance to
develop an inclusive classroom for children (Stanton-Chapman & Brown, 2015). In this
context, quality environment for learning highlights the essentiality of social assistance and
objective settings for the children.

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Therefore, by focusing on small number of differentiated pedagogy it will be possible
to ensure the understanding of Becky and each of her task (Soukakou et al., 2014). By doing
so, she will be able to enhance her skills of learning and will be able to overcome her zone of
proximal growth. Modification tool will allow the students with disability to improve their
spelling and grammatical skill with an improvement of the understanding of literacy. Again,
feedback is one of the most crucial influences on the learning and accomplishment.
The learning plan for the visually impaired children
In planning the learning requirement based on the universal design framework,
teachers can provide the students with individual orientation in the laboratory and computers
for reducing their anxiety within an unfamiliar ambience. In this context, it is necessary to
consider their health and safety issue as well. Some equipment’s may be needed for these
students for helping the students with visual problems by hoeing them to take part in the
practical classes. For instance, auditory display of visual information, tactical display of
visual information, clams and different equipment is for supporting the items of equipment.
According to McKnight et al., (2016), it is necessary to ensure that all the children are well
aware of the emergency and procedures of evacuation, wherever possible all the objects
needs to be removed from their usual place. The teachers are required to choose room with
proper lighting where lights are concentrated on the face of the speakers. It is necessary to
adjust light for the individuals. This is because good lighting is helpful, but too much of light
can be harmful and distracting for the students.
The teacher’s needs to ask the students to show their understanding of different
subjects by writing it within a paragraph that may disadvantage students such as Becky who
has low level of IQ (Lindqvist & Nilholm, 2013). Therefore, for helping Becky, technology
can be used such as dragon dictation that will allow the teachers to record their voice and

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types about what they are reading other than disadvantaging student’s it lower levels of IQ.
Teachers can also use different websites such as Lap books where students will be able to use
online posters as different means of expression other than writing out in a document.
Therefore, being critical with the students will allow them to express their knowledge and
helping them in opening up their expression for multiples modes of learning.
Additional recommendations for learning modifications
Providing the students to express their learning in various ways will help to promote
self-management skills that are necessary for Becky and other students. This is because
offering the students with different means of expression will provide them with various
option over them learning. This will support Becky ability of conflict resolutions and will
help to develop her skills of problem solving. This will act as part of modification that will be
helpful in meeting the means of expression with the matrix of tasks from which they will be
able to select from them. From these options, they will be able to pick visual tasks in each of
the week.
In this multiple means of involvement will be focusing on involving the students in different
methods of learning that can be done through specific objectives of learning that are related
to the lives of the children. This is because; through this students will be able to make
different connections in between information and their lives in various context that are
helpful for their future learning. Therefore, using Universal design framework through
accommodating and modifying the teaching for all the standers will help in meeting the
requirements of all the students within the class (Courey et al., 2013). This is because UDL
learning settings focuses on the choice and considers the learning of all the students and their
preferred way of learning.
Conclusion

8INCLUSIVE EDUCATION-EFFECTIVE INCLUSIVE PRACTICES
Therefore, throughout the study, it has highlighted multiple forms of accommodations
and technological method of learning that are effective and necessary for each of the students
with disability. However, teacher of Becky can use some additional accommodations and
modification that will be helpful within the classroom teaching.
 An suitable arrangement of seating from where Becky will be able to see and listen to
her teacher with the help of her vision aids,
 Frequent provision of individual instruction for ensuring the understanding of Becky
and to support her in developing her skills of literacy
 Frequent breaks since the students with vision deficit needs to continuously
concentrate and watch the happening for effectively interpreting the information
around the,
 A learning supportive assistant for the purpose of literacy and other subjects of the
day is needed for helping Becky to build level of IQ and Vocabulary along with skills
of conflict resolution.
 Group work is also necessary in which Becky will be able communicate with other
students within the classroom and by which she will be able to establish her skills of
conflict resolution.

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