An inclusive teacher should remove avoidable barriers for a student with visual impairment.
Why D fits: Sitting near the front may improve access to the board and teacher, while a suitable pace allows time to follow the lesson.
Why the others are weaker: Providing no support creates a barrier; pity and assumptions that the student cannot learn undermine inclusion.
Practical point: Ask the student what helps. Large print, verbal descriptions, accessible digital material, or assistive technology may also be appropriate.