Child Development and Pedagogy · Inclusive Education

Meera is a Class IV student with visual impairment studying in an inclusive classroom. She reads and writes using Braille and participates actively in classroom discussions. During classroom assessments, however, she takes longer to read questions and record answers, and sometimes misses important information when questions contain tables or visual layouts. The teacher wants to ensure that the assessment process accurately reflects Meera's learning without altering the academic standards. Which of the following strategies would be most appropriate?