Designing for inclusion what is it?
Inclusive design is making sure a variety of people are considered for the use of that resource (Meyer et all, 2014). Each individual is vastly different, this includes differing needs, preferences, capabilities, challenges, etc. it is important to consider different capabilities and limits when coming up with ideas for public use. For example, round door knobs. They may not seem like a problem to most. However, it is challenging to open a door when you are carrying something, or for those who may have ALS, or Parkinson’s disease one may not be able to grip the handle as efficiently as another person. Whereas leaver door knobs are much easier to open, one can use their leg if needed, or an arm. They simply need to just hit it down. Therefore, these inventions do not have equal accessibility or usability.
How will your interactive learning resource specifically ensure that the needs of all learners can be met?
Since each individual has different learning capabilities and may require varying support to reach their full potential. It is important to ensure accountability for the type of assessments, and tasks a person is given (Meyer et all, 2014). I believe in our interactive learning resource we are focusing on a variety of inclusive learning components. This will include Kahoot and moodle. Kahoot allows for those who are better at multiple choice quick response assessment types and moodle will be catered toward written responses. This allows for students to be assessed in more than one manner. Furthermore, we will allow students using our interactive learning resource to meet with other peers as well as us to discuss class topics. This will be done by meeting with groups virtually or participating in an online discussion. Ultimately, allowing for more cooperative engagement
Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?
An example of a barrier for EMR scheduling systems includes not having any experience using information systems (Gupta, 2008). This can be reduced as staff can receive training and support through both the implementation and updates for the system. This will also require good communication between users and developers as well as good teamwork and collaborative learning skills. Another potential barrier could be inconsistencies or errors in information within the system. This could be reduced by altering the system user to perform an information overview verification before submitting the patient details.
References:
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/
Gupta, D., & Denton, B. (2008). Appointment scheduling in health care: Challenges and opportunities. IIE Transactions, 40(9), 800–819. https://doi.org/10.1080/07408170802165880
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