As time as progressed, many have discovered that the traditional education model is no longer suitable for all students and is not effective in helping students learn. This is because the traditional education model does not consider inclusiveness. It does not take into account all students, so now teachers are often thinking about inclusive design learning to meet the needs of all students. By reading Caren Watkins, Dr. Jutta Treviranus, Dr. Vera Roberts‘s article, education is a human right, it should not be viewed as an industry. Educators know that student are unique and varied, and there is no ordinary student. However, most school systems have made them conform to standardized education systems (Caren Watkins, Dr. Jutta Treviranus, Dr. Vera Roberts 2020). In reality, there is actually no standard for education. Education is more like a manifestation of human rights. People should respect and encourage each other. In fact, inclusive learning works well for all students and more easily accepted by students in this time.

My group are talking about the Chinese culture – Chinese festival in the blue print. My part will cover the difference between Chinese festivals and foreign festivals. I think the inclusive design would be used to the learning activities, for example,

1.Create a supportive, respectful environment

First of all, I think our group need to create a good learning environment for students, because our theme is related to the cultural aspect of China, and the topic of culture may be sensitive to some students. I will not let students compare the quality of Chinese and Western festivals, because I think it’s disrespectful to students from different countries. I will ask students to compare with their own national festivals through discussion to let them learn about Chinese festivals, while respecting other cultures and festivals, in a way that they feel comfortable with.

2. Create a supportive and collaborative environment both inside and outside the classroom

Students will respect and trust each other, and encourage learning amongst one another. I will invite some Chinese students to join their discussions and let learners know about Chinese festivals through cultural exchanges from different countries. Let them help each other learn about different festivals and cultures.

3. Planned learning which includes participation from everyone and facilitates success

Finally, I will let each group make a study plan by discussing and let them decide how to learn about Chinese festivals in their own way. I am not going to set a standard for how they carry out their discussion. I will encourage them to learn about Chinese festivals in what ever way they feel comfortable with and about what ever aspects that intrigue them.

Overall, I think the using inclusive design learning in group discussion can make it easier for students to learn about Chinese festivals and through the three changes listed above, students can reduce the barriers in learning about Chinese festivals.


Caren Watkins, Dr. Jutta Treviranus, Dr. Vera Roberts Inclusive Design for learning: Creating flexible and adaptable content with learners. (2020, November 5). Retrieved from