There is a definite need for teachers to support student with disabilities (SWD). Therefore, our strategies are: use a variety of instructional formats; ensure access to course content; and apply universal design for learning.
For instructional formats, we apply this by using different styles of grouping, starting with whole-group instruction and make a transition to flexible groupings which could be smaller groups, and paired learning. With regard to larger group, they can use the interactive app called “figma” to make connections with other people. Regarding flexible groupings, students in smaller groups can have student-led meetings on zoom. Students therefore are teachers in their groups. We think by using different grouping format, learnings can be effective and engaging and students get to take the form of pair-work, cooperative grouping, peer tutoring, and student-led presentations.
For the access to course content, all students have the opportunity to have learning experiences in line with the same learning goals. With SWDs, we make sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction. We will monitor that closely and provide special care and help to SWDs. If they are English Language Learners, we will give them extra time on the assignments and assign peers to help them. If students have hearing disabilities, we will use more technologies such as posters, infographics, and videos.
When it comes to applying universal design for learning, this includes multiple ways of representing content to students and for students to represent learning back, such as modeling, images, oral and written responses, and technology. We have the learning adapted as modifications for SWDs where they have large print, use headphone, and they can have a peer write their dictated response. They can have extra time for working on the assignments as well.