Inclusive Design
A question that I had set when creating my learning resource with my group is how we can make are activities adaptable for our students. The strategy for this is to come up with activities that can be adjusted to meet the students where they are at. For example, if students are only able to color the frog sheet and not cut it out, they will be able to do so. We can also provide students with training scissors, so it is easier for them to do the cutting if needed. As a group, we decided to add videos demonstrating each activity students will be completing. Although there will be support from the classroom teacher and parent volunteers, the videos can provide students with extra help. If students are lost, forget a step, have a question, etc., they can take initiative in solving their problem by watching the instructional video to look for the answer. Doing this gives more opportunity for parent volunteers and the classroom teacher more time to circulate and help students. The videos can also help students who have visual and hearing impairments. They can watch the video for instructions using headphones as well as have a close view depending on their visual needs.
To help make our learning resource fit the needs of students I refer back to the Universal Design for Learning Guidelines. They provide a list of ways how I can support my students as an educator. The guidelines have three main categories that are important to include in each listen or an activity that covers the why what, and how of students learning needs. I have used these guidelines in many of the lessons that I have planned. I have seen higher enjoyment and learning from my students since using the guidelines. Because of this, I know that by including these guidelines in my lesson I know that students will have activities that will fit their needs as learners and individuals.