Education is a basic right in modern society; however, students still experience difficulties due to certain barriers in the curriculum. A solution to such problems would be designing a new instruction that would be inclusive and helpful to students who may feel like they have fallen behind. Addressing students learning variability, reducing barriers in the current curriculum, and equipping young people with the means to become expert learners are the ways to reach the goal of inclusive instructional design.
The first strategy, addressing students learning variability, is the rejection of the notion that there is a standard or typical learner and that most fit into this description. Every student is different when learning because of factors such as strengths and weaknesses, support needs, background and life experience, and interests (Rao, 2021). By recognizing these differences, educators stop forcing students to conform to one single standard that does not exist and allow for diversity in abilities and inclusivity.
Second, reducing barriers is the process of assessing the current curriculum and its shortcomings and correcting it. Students who cannot keep up with the current program should not be considered “disabled” or “slow.” Rather, the issue that must be corrected lies within the instructional design that hinders their abilities. Understanding the barriers set within the curriculum, designing ways around those barriers, and creating instructional activities would provide the student with a meaningful understanding of their study. This strategy would minimize feelings of exclusion among the students.
Lastly, the students must be given the necessary resources to become expert learners. The term describes a person who is continuously motivated to learn and is strategic in their studying. Teachers must allow students to develop their preferred method of gaining knowledge and learning strategy that best suits their needs and abilities. Providing each student with the possibility and independence in their study path allows for inclusivity in the classroom.
In conclusion, inclusivity can be established through three key strategies: recognizing that each student is different, removing barriers in the current curriculum, and allowing them to find their learning style. These strategies are effective because they address the difficulties some may have in conforming to a single standard. Inclusivity will be reached when students embrace their differences and educators provide them with tools for them to become experts on their learning journeys.
Reference
Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1).