Developing an Inclusive Video Performance Method for Vocational Students’ Procedure Text Learning
DOI:
https://doi.org/10.47239/ynbjn024Keywords:
inclusive education, procedure text, video performance, vocational education, bullying preventionAbstract
Inclusive classrooms require assessment practices that preserve curricular expectations while reducing avoidable participation barriers. This qualitative descriptive best-practice study examined a video-performance method for procedure-text learning in a vocational high school. The original classroom context involved two students who experienced speech-production barriers during live presentations and had previously encountered peer ridicule. The intervention retained the same procedure-text task for all students but allowed the performance to be recorded, edited, and supported with synchronized written captions when oral explanation was difficult. Data were drawn from students’ written procedure texts, video products, classroom observations, and discussion of the submitted work. Both focal students produced procedure texts containing the expected purpose, materials, ordered steps, and closing elements and completed understandable performance videos. In the reported classroom experience, video submission reduced exposure to immediate ridicule during presentation, supported task completion, and was associated with greater confidence and perceived equality of assignment demands. The findings suggest that flexible multimodal performance can function as an inclusive assessment accommodation without changing the core learning objective. Because the study involved only two focal students and no comparison condition or standardized psychosocial measure, the results should be interpreted as contextual evidence of feasibility rather than causal proof of effectiveness.
References
The broader evidence base used to interpret this case also shows that social inclusion depends on peer-group membership and teacher attitudes (Bossaert et al., 2013; de Boer et al., 2011; Koster et al., 2009; Ruijs & Peetsma, 2009), while disability-related bullying remains a recurrent concern across settings (Heiman & Olenik-Shemesh, 2015; Rose et al., 2009; Rose et al., 2015; Sentenac et al., 2011; Rose & Gage, 2017). These findings reinforce the need to evaluate both academic access and social participation when implementing inclusive assessment.
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