Which of the following is NOT a suitable learning material for students who…

Concept

Inclusive education adapts teaching-learning material to a learner's specific access need. For students with low vision (partially sighted), suitable material must maximise what can still be perceived through the remaining vision or through non-visual channels — enlarged print, tactile or three-dimensional representations, and audio formats are the standard adaptations, while material that shrinks visual information works against this need.

Application

Checking each option against this principle: enlarging print, adding a tactile or three-dimensional channel, or replacing print with audio and touch all reduce dependence on fine print, so each of those formats is suitable. Small-print worksheets do the opposite — they compress text into a smaller font, increasing the very visual demand a partially sighted learner cannot meet — so this is the material that is NOT suitable.

Contrast

• Large-print books enlarge the text, directly compensating for reduced visual acuity, so this material is suitable.

• Three-dimensional maps and charts add a tactile dimension the learner can use alongside limited vision, so this material is suitable.

• Talking books and felt bulletin boards replace print with audio and touch entirely, bypassing the vision requirement, so this material is suitable.

• Small-print worksheets shrink the text further, working against the residual vision a partially sighted learner relies on, which is why this is the correct choice as the unsuitable material.