Today, I want to discuss the learning obstacles that may be encountered in the learning design of our group and how to reduce these obstacles and help learners succeed. First, let’s watch a wonderful speech video and then think about how to manage the current situation to reduce those learning barriers.

We have designed group discussions of R language learning in the classroom, self-trying, and teacher-answering methods to better interact with students. Our goal is to ensure that all students above grade 12 can successfully accept the learning and basic use of the R language. For the R language, persuading students and encouraging their learning spirit is the basis for supporting all learning. 

We have designed group discussions of R language learning in the classroom, self-trying, and teacher-answering methods to better interact with students. Our goal is to ensure that all students above grade 12 can successfully accept the learning and basic use of the R language. For the R language, persuading students and encouraging their learning spirit is the basis for supporting all learning.  
In Meyer’s article (2021), the classic “selective attention test” shows the attention variability in our population. Therefore, we will provide learners with a summary of R language learning notes and programming manuals to allow learners to learn in any environment, different topic materials, difficult/easy tasks, and assessments. To avoid a large number of learning obstacles for students, students’ levels of understanding must be perfectly matched. Besides, We will firmly follow Inclusive Education Canadian laws and UNESCO laws to ensure every student has equal rights to study and engage with the R language.

According to UNESCO (2009), which takes a broad view of the concept of inclusion, has identified four key tenets of an inclusive education system: 

  1. Inclusion is a process. 
  1. Inclusion is concerned with the identification and removal of barriers. 
  1. Inclusion is about the presence, participation, and achievement of all students. 
  1. Inclusion involves an emphasis on those groups of learners who may be at risk of marginalization, exclusion, or underachievement. 

Reference

Meyer, Anne, et al. (2021). 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/

TEDx Talks. (2017, May 18). Removing barriers to inclusion & participation – user-centred design | Gary Evans | TEDxStPeterPort[Video]. YouTube. https://www.youtube.com/watch?v=NVu_dUHu5CU

UNESCO. (2009). Policy guidelines on inclusion in education. Retrieved June 17, 2021 from https://unesdoc​.unesco​.org/images/0017/001778/177849e.pdf