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Inclusion Through Assessment
Inclusion Through Assessment
Our inclusion strategy for assessing students in this course, is to provide multiple formats. For example, for a student who is non-verbal, using visual cues such as thumbs up or thumbs down instead of having students verbally communicate their answer. This gives a non-verbal student the opportunity to communicate their understanding in the same way as their peers. Another way we could adapt our assessment is during our Healthy Eating worksheet, we could give a student stickers of different food options which they could stick onto the plate to complete their meal. This could assist a student who struggles with fine-motor skills. Another adaption is having an electronic version where the student could edit the worksheet in a PDF format. These adaptions can be made very easily to suit different students' needs.
Inclusion Throughout the Course
Inclusion Throughout the Course
Our plan for inclusion is to make this course as accessible as possible. We have chosen to hold this course both in-person and online via zoom. This gives students the chance to choose the delivery option that is the most effect for their learning. This also allows for students who may not have access to technology at home, come in person to learn. In contrast, for a student who may need to remain at home, they can complete this course via zoom. We have also included the use of a font that is inclusive to people who are dyslexic. The colour scheme used on our app is compatible with the most common form of colour-blindness. This allows students who struggle with dyslexia and colour-blindness to still be engaged with our interactive app. Our goal is to allow as many children as possible to be able to take part in this course to learn about Mindfulness and why it is important.
In addition to the above, the Interactive Food Game scores highly with a score of 89 on Google's Lighthouse Accessiblity Audit.
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