I don’t think it’s possible to create a resource that is going to meet every person’s needs by design. However, it is possible to create a project that is easily adaptable to suite the skills and abilities of any person. I will focus on possible adaptation to the research stage of our learning design project because it requires the most work from students.  

In the research portion of their project, students will brainstorm driving questions to help guide their research. Creating driving questions will likely be a new skill, so educators should encourage the students to look at the learning outcomes and assessment plans. In this stage students will: 

  1. Social Studies 
    1. Ask questions, make and corroborate inferences, and draw conclusions about the content and origins/features of different sources (Social Studies 3, Social Studies 4). 
    2. Use social studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Social Studies 3, Social Studies 4). 
    3. Recognize causes and consequences of events, decisions, or developments (cause and consequence) (Social Studies 3) 
  1. Ideating 
    1. Choose an idea to pursue (ADST 3/4) 
    2. Generate ideas from their experiences and interests (ADST 3/4). 
  2. Applied Technologies 
    1. Use familiar tools and technologies to extend their capabilities when completing a task (ADST 4). 
    2. Choose appropriate technologies to use for specific tasks (ADST 4). 

Learning outcomes 2a and 2b can be achieved through discussion and little documentation on the part of the instructor. However, to asses learning outcomes 1a, 1b, and 1c, we have made the assessment recording heavy. Documentation is important, so children can develop research and analysis skills. Students will need both reading and writing skills to record their questions and answers.  We have planned adaptations for both of these skills. 

Reading Modifications 

  • It is possible that one or multiple students in the class may have dyslexia. When using online resources, some find it beneficial to use a browser extensions which make websites more accessible to dyslexic learners. These modifications include changing the font, adding lines between lines of text to help guide readers, and alternating colors between lines or paragraphs. Free extensions include Dyslexia Friendly and Mobile Dyslexic. 
  • It is also possible that one or more students may experience a variation of colorblindness. Many kid-friendly sites use colorful text and images to make them more fun or engaging. To combat this, educators can install a browser extension such as ColorBlindExt, which filters pictures and makes color differences more definitive. Students may need assistance when activating/deactiviting the extension. 

Writing Modifications

  • Some learners will struggle with typing and/or writing, which bars them from effectively recording their questions and findings. If students have access to a headset with a microphone, they may benefit from using a text-to-speech function to record their notes. 
  • Children may also choose to record their research with visuals. For example, they may draw food sources such as salmon and blackberries, instead of writing the actual words. Writing skills are not part of the assessment in this stage, rather recording is. If students can effectively convey their ideas, then they meet many of the learning outcomes. 

This project should be completed at school. Students may also face barriers at home that prevent them from completing external research, just as time or resource constraints. The goal of this portion is not to teach research independence or homework time management. Instead, students will become comfortable with school library resources.Â