Introduction
To effectively design educational programs and curricula, it is necessary to have a firm grasp of the various learner and school characteristics that can impact student performance. The role of the instructional designer is to locate resources that teachers can use to create courses welcoming to students from a wide range of backgrounds. In an inclusive classroom, educators work hard to meet the needs of all learners so that no child is singled out for being unable to learn alongside their peers. Regardless of what kind of learner each trainee is, they must all follow the same lesson plan. All pupils, irrespective of their gender, race, socioeconomic status, sexual orientation, physical ability, or any other distinguishing trait, should be afforded the same educational opportunities. While there may be some shared characteristics among students, it is essential to remember that each pupil will bring their unique strengths and weaknesses to the classroom. Accommodations are created to meet the needs of these students with a flexible approach that makes a course accessible to all trainees. There are many tools available to teachers for creating accessible lessons for all pupils.
Discussion
Web conferencing as a learning tool achieves the primary goal of educators and students. In real-time, the interaction between students and instructors reduces frustration and fosters a more social learning environment (Adipat, 2021). Instructors must adequately plan these sessions to use web conferencing as an effective educational tool effectively. They must, for example, create learning session objectives and expectations. Furthermore, instructors should consider the class size, as many pupils need a more directed approach (Adipat, 2021). Instructional designers can construct inclusive courses for students from varied backgrounds using web conferencing platforms such as Google Hangouts (Google Meet) and Zoom. Using Google Hangouts, instructors may hold online discussions from multiple locations. Furthermore, Google Hangouts has sharing tools that allow users to collaborate.
Making sure all students have equal access when using technology in the classroom is a challenge. There will be problems with access and usability caused by the presence of digital educational resources and tools. The students will have access to various assistive technologies that will allow them to utilize digital resources, such as screen readers, voice commands, keyboard navigation, and gesture movements (Gronseth et al., 2020). Learners will face difficulties engaging with and benefiting from instruction if it is not designed to accommodate a variety of access and interaction methods.
Universal design for learning (UDL) should also be incorporated into the curriculum by instructional designers. The essential purpose of UDL in designing curricula and learning environments is to minimize barriers for all learners so that they are accessible to as many individuals as feasible (Gronseth et al., 2020). Furthermore, it provides learners with a variety of possibilities for self-directed studying. The designers can apply UDL to instructional components that have identified potential constraints and opportunities for flexibility. Finally, the UDL approach’s flexibility allows students to be more self-directed because they are offered options that correlate to their particular needs (Rao, 2021). UDL guarantees that students are not overburdened while simultaneously ensuring that the instructor fulfills the needs of all students (Gronseth et al., 2020). For example, by presenting a diversity of content genres and using assessment tools to check students’ comprehension levels.
A supplementary lecture recording is an essential component of an inclusive curriculum, particularly for students who disclose that they have specific learning disabilities (SpLDs). A common form of learning disability, dyslexia primarily affects a person’s ability to read and spell words fluently and accurately. These students struggle with taking notes, spelling, and having fluid handwriting, among other writing-related challenges (Nightingale et al., 2019). According to the findings of studies, students place a high value on using multimedia recordings.
Conclusion
In brief, by utilizing these resources, teachers are able to ensure that all of their students are able to follow along with the course material and participate in the activities that take place in the classroom. Considering students come from various backgrounds, it is improbable that a single instructional designer tool will be entirely successful. Designing a combination of supplementary technologies, curricular approaches, and learning settings will be necessary to create a genuinely inclusive curriculum.
References
Adipat, S. (2021). Why web-conferencing matters: Rescuing education in the time of COVID-19 pandemic crisis. Frontiers in Education, 6. Web.
Gronseth, S. L., Michela, E., & Ugwu, L. O. (2020). Designing for diverse learners. EdTech Books. Web.
Nightingale, K. P., Anderson, V., Onens, S., Fazil, Q., & Davies, H. (2019). Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with specific learning difficulties (SpLDs)? Computers & Education, 130, 13-25. Web.
Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. Journal of Applied Instructional Design, 10(1). Web.