This post will include the inclusive design of learning design for Technology-Mediated environments. This post will focus on the inclusive design for Play-based learning in kindergarten (our topic for interactive learning resources).
How will your interactive learning resource specifically ensure that the needs of all learners can be met?
Our learners can be very diverse as they are in kindergarten. During this experience, students learn through explorations, new experiences, problem-solving, and working with peers. The course content should be available in multi formats aiming at concept development and must of active involvement of the learners, for example, the stories should be available as audio, videos, and books. Curriculum materials should be diverse, including digital and online resources, not merely a single resource. Also, the teachers should allow for flexibility to accommodate different learning differences.
The universal design framework should accommodate all physical, social-emotional, health, and teaching dimensions of the environments that students utilize.
Health and safety practices –
- The energy level and health condition of each child should be considered while planning activities
- Clear and wide paths should be constructed in the classroom for the safety of the children
Teaching environment-
- Content should be presented in multiple formats including, verbal, print, video, or concrete objects. Also, simple sentences should be used with gestures
- Physical cues can be introduced to focus children’s attention, such as pointing to the picture in the book, also verbal prompts can be helpful
Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?
In our blueprint, there is a task-
Students will listen to a teacher-led read-aloud of Frog-Girl by Paul Owen Lewis.
The story should be available in many formats for the student’s hard copy with a transcript of voice to text, audio, and video. The instructor can further elaborate on the story with simple sentences and gestures. Also, multiple stories should be made available. Hand puppetry can be added to the storytelling activity to make it more engaging.
Another task-
Teachers will lead students on a walk through the local forest area.
There should be other activities that can cover similar learning outcomes such as virtual tours through the trails and forests ( this can’t be a complete replacement but still can be a good source for differently-abled students). Also, the pictures of different vegetation can be helpful.
References-
[1] Conn-Powers, Michael, et al. The Universal Design of Early Education, https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/ConnPowersBTJ%281%29.pdf.
[2] Finger Puppetry. https://www.dreamstime.com/finger-puppets-worn-fingers-hand-puppet-theatre-finger-puppets-worn-fingers-hand-puppet-image183739118. Accessed 7 June 2022.
[3] Vegetation. https://unsplash.com/s/photos/vegetation. Accessed 7 June 2022.