When planning instruction for accessibility and inclusivity, which factors should be considered?

• A. Language, culture, disability, prior knowledge, and access to materials and supports.
• B. Language and culture only.
• C. Only grade level.
• D. Only student age.

Answer: (B)

When planning instruction to be accessible and inclusive, you plan around several factors that shape how each student can access and engage with learning.

Language and culture affect how meaning is constructed, so provide materials in understandable language and use culturally relevant examples that connect to students’ experiences. Disability requires accommodations and accessible formats, such as captions, alt text, adjustable text size, and compatible assistive technology, so every student can participate and demonstrate learning. Prior knowledge influences what you should teach next and how you scaffold new ideas, so use pre-assessments and adapt instruction to meet where students are. Access to materials and supports means ensuring that devices, internet, printed resources, and timely help are available to all learners.

These considerations align with approaches like universal design for learning, which offer multiple ways to represent, engage, and express learning. Focusing only on language and culture misses other essential needs, and concentrating on grade level or age alone ignores the diversity of readiness, abilities, and access among students.