Inclusive learning means that all students (including those with severe disabilities) have equal opportunities to receive the education services stipulated by the state, obtain the necessary additional auxiliary and support services, and enroll nearby at an appropriate age so that these students can live as efficiently as sound members of society. At the same time, the inclusive classroom does not mean that all students should stay in the same place and do the same things in the same way. It’s about getting everyone in the class to achieve the same goal but in different ways. Inclusive classroom focuses more on learning objectives than activities that measure them. They require all students to achieve the same learning objectives, but the assessment methods used focus on each student’s needs. Because of the general learning design, all students can benefit from the inclusive classroom. However, in an inclusive classroom, students with different needs are more engaged and have more social activities. Students with disabilities and their healthy peers can benefit from collaborative learning and a positive environment in which everyone has equal opportunities for success.

How will your interactive learning resource specifically ensure that the needs of all learners can be met?
For example, some people have a cognitive impairment, they have no way to receive or process and reflect the information we give. At the same time, many students can’t concentrate in class, and their memory is not very good. As mentioned in the article as a learning designer, our goal is to ensure that all learners can successfully achieve their goals and results. If I were a learning designer, I would:

1. May rely on assistive tools to provide reading and understanding assistance.
2. All images have replacement text or are clearly marked for decoration.
3. there are no compelling images or animations in the course. The animation is important for materials, not just fun. If you include animation, you have explained the meaning of the animation appropriately in the replacement text or provided a detailed text description. This can improve the students’ attention.
4. All videos are subtitled so that students can better understand the knowledge points.
5. As a learning designer, my goal is to ensure that all learners can successfully achieve their goals and results.

How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, a pandemic arises and many of your employees must now work from home – how will you ensure that they can still do their jobs? What training will they need, and how will you deliver it, knowing they must remain at home?) This is a common discussion thread right now as schools and universities “pivot” to teaching online.
Recently, due to the influence of COVID-19, all universities have changed from offline teaching to online teaching. This will bring a lot of inconvenience to teachers and students. But as a learning designer, I will provide some ideas for teachers and students.
1. We should actively adapt to the form of online teaching, and students and teachers need to overcome the problems of Internet technology.
2. Use some websites, software, or courseware to increase the quality of online courses, and increase the attendance score because many students will not have classes because of online courses.
3. Increase the interaction between students and teachers. 10 minutes after each class, teachers try to leave students to ask questions because online classes are not as convenient as offline classes. Sometimes when students have questions, the teacher can’t reply in time, so I suggest adding 10 minutes of questioning time so that students can get answers in time, and at the same time increase the communication between students and teachers.