At the end of the unit Identity and Avatar, students were expected to present their artist book alongside preparing an object for a virtual exhibition. This unit focused on character design, allowing students to explore identity through digital and visual representation. The final presentations took place in an online virtual reality (VR) environment, where each student had the opportunity to discuss and reflect on their work.
Background
One of the students approached me privately, just five minutes before the session began. He had missed a significant number of classes due to illness and disclosed that he had been diagnosed with ADHD and an anxiety disorder. According to him, he was physically unable to present and requested an exemption from the presentation.
Given that all other 35 students were prepared to present, I initially found it difficult to justify allowing him to opt out. However, I was aware that he was registered under disability/learning difficulty status, even though I did not have immediate access to his documentation. To ensure fairness while accommodating his needs, I proposed an alternative solution: he could prepare an online presentation alongside his final submission within two days. This approach would allow him to summarize and reflect on his visual work without the added pressure of public speaking, which he described as impossible for him.
Twist
After nearly two hours of student presentations, it was almost time to showcase his work in the virtual exhibition. To my surprise, the student reached out again and inquired if he could still present in real time, alongside his peers. Given our prior arrangement, I did not expect him to reconsider. When asked about his change of heart, he explained that he preferred to complete the task immediately rather than having outstanding work to submit later. This shift in his decision highlighted a significant aspect of his anxiety—procrastination and the burden of unfinished work seemed more stressful than the act of presenting itself.
Outcome and reflection
The student proceeded with his presentation and performed exceptionally well. His articulation of ideas, engagement with his peers, and confidence were on par with the rest of the class. At the end of his presentation, he reflected that it was not as stressful as he had anticipated. This outcome not only demonstrated his capability but also underscored the importance of flexibility in academic settings.
This case highlights several key takeaways:
Adaptive assessment strategies
By offering an alternative method of participation, the student felt empowered rather than excluded. He was able to make a decision that worked best for him in the moment, having options.
Anxiety and student’s decision-making
The student’s last-minute decision to present illustrated how anxiety can influence one’s perception of difficulty. Given a choice, he opted for immediate action over lingering uncertainty.
Inclusivity
Ensuring fair treatment does not necessarily mean identical treatment. Providing different options for students with learning difficulties allows them to engage in a way that aligns with their capabilities.
Ultimately, this experience reinforced the need to balance structure with adaptability. While consistency is crucial, creating a supportive environment that allows students to navigate challenges at their own pace can lead to unexpected growth and confidence-building opportunities.