QUESTION 1: WHAT IS THE FIRST STEP IN THE DESIGN OF INCLUSIVE ACTIVITIES?
QUESTION 2: WHAT TYPES OF ADAPTATIONS IN THE PRESENTATION OF INFORMATION ARE MENTIONED AS ESSENTIAL TO FACILITATE ACCESS TO THE EDUCATIONAL CONTENT BY STUDENTS WITH DYSLEXIA?
QUESTION 3: WHY IS IT CRUCIAL TO FOSTER THE DEVELOPMENT OF READING SKILLS IN ACTIVITIES DESIGNED FOR STUDENTS WITH DYSLEXIA?
QUESTION 4: WHAT STRATEGIES CAN BE IMPLEMENTED TO PROMOTE AUDITORY AND VISUAL COMPREHENSION IN INCLUSIVE ACTIVITIES FOR STUDENTS WITH DYSLEXIA?
QUESTION 5: WHY IS IT NECESSARY TO RETHINK THE ASSESSMENT PROCESS IN THE DESIGN OF INCLUSIVE ACTIVITIES FOR STUDENTS WITH DYSLEXIA?
QUESTION 6: WHAT IS THE VITAL ROLE OF ASSISTIVE TECHNOLOGY IN THE DESIGN OF INCLUSIVE ACTIVITIES?
QUESTION 7: WHAT DOES THE DESIGN OF INCLUSIVE ACTIVITIES IMPLY AS WELL AS ACADEMIC CONTENT?
QUESTION 8: WHAT IS AN ESSENTIAL REQUIREMENT FOR SUCCESS IN THE DESIGN OF INCLUSIVE ACTIVITIES?
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