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Assignment 2 Case study with application of Universal Design for Learning

Part 1 Student profile and application of Universal Design for Learning

Student Profile

This case study is written based on observations of a secondary school student who will for the

purposes of this report be called Nathan (not his real name). Nathan is in stage 5, Year 9 and is 15

years old. Nathan has been clinically diagnosed with Level 1 Autism Spectrum Disorder (ASD)

(Association 2017) which thereby indicates that he is within the Requiring Support delineation of ASD

(Australia 2015). ASD is a neurodevelopmental condition, diagnosed as observed differences in

behaviours, communication, sensory processing, and social interactions (Australia, AS 2017). Some

general characteristics of ASD include lack of eye contact, difficulty reading social cues, difficulty with

emotional control, limited speech and no recognition of sarcasm, difficulty with metaphors,

preference of sameness, and preference of a topic with deep knowledge (Boutot 2007). As each

student with ASD presents uniquely therefore it is essential that Nathans strengths are identified and

the learning environment and content are adjusted accordingly. Doing so represents Strength Based

practice and is a key theme of the inclusive education model. The focus is upon what the student can

do as opposed to deficit thinking (Griffin et al. 2010). Further to this the De Bono thinking system (De

Bono 2000) provides the teacher clearly defined modalities for appraising student qualities designing

inclusive spaces. De Bonos yellow and green hats are particularly useful in developing optimistic and

creative alternatives (respectively) for students with additional needs such as Nathan.

Strengths and Areas of Need

Nathans strengths have been identified as follows. Nathan is able to understand and speak two

languages where Chinese is his first language and English is his second language. Nathan demonstrates

that he is able to maintain extended focus upon a given task and prefers to work independently when

allowed. Nathan enjoys working with computers, in particular CAD solid modelling and demonstrates

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that he has a strong three dimensional spatial imagination preferring to work with imagery over text.

Nathan is competent at sketching, he likes to analyse objects in great detail, and is a productive

worker. Nathans behaviour does not present any risks to himself or others in the class. He is quiet

natured, good mannered and responds well to guidance from teachers. Nathan also has a personal

interest in the sea and beaches.

Nathans areas of need have been identified as follows. Nathan has been assessed by a professional

occupational therapist and has co-morbidity with symptoms of Sensory Processing Disorder (SPD)

(Institute 2017; Larkey 2011) in that Nathan has been observed to be hyper sensitive to noises,

particularly background class noise, which causes him distress. Nathan also feels more comfortable,

when he is wearing his weighted wrist band (Australia, CK 2017) and is able to handle a soft weighted

object such as a bean bag. Nathan also benefits from knowing the schedule of the class and having

advance notice regarding activity transitions, plus explicit reminders regarding group work which can

be facilitated through social scripting (Larkey 2014). At times Nathan can be socially isolated due to

his preference to work alone. Further to the areas discussed, students with ASD can also benefit from

some more generalised adjustments which include incorporating visuals and graphics into text, giving

explicit and clear instructions (Boutot 2007), providing help with transitions (Notbohm 2013) and the

use of schedules and timers (Larkey 2010).

Universal Design for Learning

Architect Ronald Mace called for a proactive approach to the design of the built environment to better

include persons with a disability (McGuire, Scott & Shaw 2006, p.168) developing what we know as

Universal Design (UD) which laid the foundations for the development of Universal Design for Learning

(UDL) (Blamires 1999). Universal Design for Learning (UDL) embodies this theme of inclusion and is an

effective means to achieving an inclusive classroom. The basis for UDL is knowing that learners differ

in the way that they perceive, process and engage with learning materials. The UDL model provides a

flexible pedagogical means for the teacher to adjust the learning environment in ways that are suited

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the needs of individuals, while benefitting the whole class. This means that in the case of Nathan,

adjustments which have been made with him in mind also benefit the whole class. UDL also bares

similarities to Gardners Multiple Intelligences in that Gardner poses that each learner has a preferred

modality for receiving and processing information (Gardner 1987). The principles of UDL are based

upon three cognitive networks (CAST 2012e). These are the recognition network (the what of

learning), the strategic network (the how of learning) and the affective network (the why of

learning). The three corresponding principles derived from these require that the learning content,

environment and activities are presented in Multiple forms of: Representation (knowledge),

Expression (strategic, goal directed), and Engagement (purposeful, motivated) (CAST 2012d).

Application of UDL: Modifications to the lesson plan

The Lesson: Students produce a quantity and variety of sketched design ideas for kids

toothbrushes

Principle 1. Multiple means of representation refers to the varied ways in which information can be

perceived by learners, which benefits for the learner in being able to compare the information on

offer, facilitating comprehension of the concepts presented (CAST 2012a). This triangulation also

prevents extraneous cognitive loading (Plass, Moreno & Brnken 2010), thereby reducing potential

for anxiety for Nathan and also the class.

Multiple means of representation are evident in the adjusted lesson plan through the activation of

background knowledge within the lesson introduction and the connection made to the previous

lesson, and the introduction of content with which the students may be familiar such as the analogies

to nature, sport, and luck. Additionally providing context through the use of similar examples where

quantity champions a desirable outcome are additional representations of the theme of this lesson.

These include the Wimbledon tennis draw chart, the analogy of buying tickets in a lottery, and the

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video of the sea turtle hatchlings on a beach. The last example in particular targets Nathans interest

of the sea, and multimedia makes the information accessible to him and others in the class.

Additionally the use of imagery also benefits students with ASD (School 2014-2017), for instance the

action photograph of Nadal provides important context for the tennis tournament analogy and can

also be a means to foster engagement. An additional short video on design sketching helps

communicate the drawn methodology. Also presenting the class with physical samples of

toothbrushes provides further context, and avenue for those who may choose to engage with model

making (see Principle 2). The graphic organiser of the lesson schedule assists Nathan in that he is able

to track the lesson in with the use of a timer at the front of the room, therefore transitions do not take

him by surprise. Nathan (and others) can know what is happening, when and for how long.

Furthermore, as per UDL the whole class is able to predict the structure of the lesson. Such structure

is beneficial for students with ASD, and students have been shown to be comfortable with structure

and routines (Loreman 2011 p.190) therefore this adjustment is low key and Nathans preference to

sameness is facilitated in this typical lesson structure of introduction, body and conclusion. Providing

the students with worked samples also facilitates learning through scaffolding and representing what

the lesson outcome may appear like.

Principle 2. Multiple means of expression refers to the different ways learners might approach a task,

and also the variety of ways which are possible for them to express themselves. The basis is that there

is not a modality that suits all learners best. The UDL adjustments should allow for varied physical

activity, expression, and executive function (CAST 2012b).

Multiple means of expression are evident in the adjusted lesson plan as the different ways that

learners can approach the design task, and how they might express their learning. Sketching was the

primary mode and suits Nathans ability, however allowing the use of CAD solid modelling is more

suited to his spatial imagination and love of computers. Students may also choose to use photo

manipulation software such as Photoshop, to create their design ideas. This use of technology aligns

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with views expressed by Edyburn (2010) who advocates for the use of technology when implementing

UDL. Physical forms of action and expression allow students to choose to create a collage of ideas

from clipped catalogues and magazines. Or they might elect to create a physical model from an array

of modelling materials. Providing varied modes for engagement and expression develops the strategic

cognitive network, whereby students can choose the best mode for them, or perhaps multiple modes.

This develops student ability toward managing resources, goal setting and monitoring progress. The

modifications described thus far are also representative of principles of Universal Design for

Instruction as outlined by McGuire, Scott & Shaw (2006). These include equitable and flexible

approaches for learning which are simple and intuitive, providing tolerance for error, and allowance

for low physical effort within a healthy instructional climate (p.170).

Principle 3. Multiple means of engagement refers to the varied ways that learners are motivated to

learn and therefore engaged. These might include personal preferences, culture, neurology, freedom

of choice, routines, and collaboration. Principle 3 of UDL therefore considers ways in which interest is

recruited, how effort is sustained, and the learning of self-regulation (CAST 2012c).

A quick brainstorm facilitated by the teacher helps spark student thinking about potential ideas for

toothbrush designs and is an effective method for making thinking visible (MTV) (Calfee 2004).

Additional ways in which multiple means of engagement are evident in the adjusted lesson plan are

through the representation of content using areas of interest to Nathan such as his interest of the sea.

Doing so facilitates his engagement through providing him with a sense of value and authenticity of

the content being taught, therefore recruiting his interest early in the lesson. To sustain his interest

the incorporation of CAD solid modelling into the lesson also aligns with Nathans identified strengths

and interests. This modality of engagement reduces elements of the lesson which he may perceive as

threatening and feeds his motivation. CAD allows Nathan (and others) to engage with content, and

also provides him means to communicate his learning. The teacher also provides learners with the

option to work with peers in small groups or pairs. The aim of this is to benefit Nathan (and the class)

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socially. Loreman (2011) also speaks of the benefits of collaborative peer learning (p.179) as being

increased time on task, improved classroom climate, improved positive social interactions to name

three. Teaching for Inclusion (School 2014-2017) also suggests including collaborative activities to help

socially isolated students which can be accompanied with preferential seating. Boutot (2007) also

speaks of the benefits of developing the social capabilities of students with ASD (p.160) which can be

achieved through peer collaboration. An additional way in which engagement is aided in this lesson is

through the allowance of students to listen to music quietly via headphones during the body of the

lesson. The rationale for this choice was based on Nathans hypersensitivity to noise. Ikuta et al. (2016)

found that students with ASD who are sensitive to noise can benefit from wearing ear protection such

as earmuffs (p.31) therefore Nathan would be able to wear hearing protection such as foam plugs,

and not feel singled out since his classmates may also have buds in their ears. Larkey (2011) speaks of

the benefits of allowing students with ASD to handle an object or toy which can be beneficial to the

learning due to the calming effect it can have, so long as there are clear rules in place. As mentioned

Nathan can benefit from weighted clothing and sensory items, and to facilitate this in the lesson the

teacher allows for students to have a sensory toy if the occupational therapist has recommended so.

Summary

Universal Design for Learning is an effective tool for creating an inclusive learning space, therefore

avoiding ableism toward students with additional needs. The modifications which have been made to

the lesson provide effective and varied ways for students to receive, process and enact learning. This

is representative of views expressed by Conway (cited in Foreman 2011, pp.114-178) in that learning

is more than merely delivering text and content, but rather learning occurs through doing. The

adjustments which have been made to this lesson through practical application of the UDL framework

were designed with Nathan in mind, however it can be seen how these adjustments benefit the whole

class. These adjustments made are low key and dignified, and do not disadvantage others in the class.

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Part 2 Application of Universal Design for Learning to a lesson

1. Multiple means of Representation

2. Multiple means of Action and Expression
3. Multiple means of Engagement
- Social scripting

TAS : Design and Technology

5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
Syllabus outcomes 5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range
of audiences
Evidence of learning within this lesson

Students produce a quantity and variety of sketched (or CAD, collage, modelled, digital image) design ideas for
kids toothbrushes

Time Teaching and learning actions Organisation

5 Teacher settles the class and brings the students into the classroom and marks the Roll, Laptop, Social script
roll. The classroom timer is set to zero. The teacher displays a lesson schedule in
Timer and Graphic
the form of a graphic organiser while the roll is being taken. The teacher reminds organiser
the class of expected behaviour during roll call (Social scripting)
Sensory toys
- Students with permission may handle a sensory toy
Lesson introduction

10 Connect the learning Activate background knowledge

- The teacher asks the class to recall the last lesson, (which was about the work
and activities of designers).
Teacher introduces the lesson for today

- Lastly a beach reference, the teacher shows a short video of sea turtle
Examples of design
hatchlings on a beach.
sketches (KGID design)
- Todays lesson is about generating ideas in response to a design brief. The goal
of the lesson is to learn about the value in generating a wide variety of ideas in Video of turtle
the early phase of designing. The teacher also draws comparison of a tennis hatchlings
tournament showing the class the Wimbledon draw. Also the teacher can Wimbledon tennis draw
compare this to buying tickets in a raffle to increase chance of winning.
- The teacher explains that generating a large number of ideas, which are varied Lotto ticket card
and different increases the opportunity for having a successful idea.
- Generating a lot of ideas is a learned skill, there is a tendency for student
designers to have a couple of ideas at which point they stop
Teacher asks if there are any questions and transitions to body Transition occurs on
schedule

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Lesson body

5 Share the new information

- Teacher shows the students an action photograph of a famous tennis player Image of Rafael Nadal
(Rafael Nadal) from a magazine and asks them to speculate on how many Projector, JPEG, Laptop
photographs were taken to get this one picture that made it into the magazine
- The teacher draws connections between this and the number of design ideas
that are needed for the successful design to emerge. Had the photographer
used the first picture they took would the result have been as impressive or
successful?
35 Demonstrate new understanding

The teacher outlines the activity for the lesson today

- Students are required to generate as many ideas as they can in response to a Whiteboard + markers
design brief Sample toothbrushes
- The goal is to produce variety and quantity, sketched (or CAD, collage,
modelled, digital image) ideas of kids toothbrushes. The teacher shows a brief Video on sketching
design sketching video.
- The teacher demonstrates drawing some different ideas on the whiteboard
Design Brief
Design Brief: The teacher provides the class with the brief from the customer which
asks for a new range of toothbrush designs for kids. Worked sample

- Teacher facilitates a quick brainstorm on what do kids like? to help stimulate Template for tracing as
thought printed handouts
- The teacher provides the class with a worked example of a toothbrush design Paper and pencils
using a scaffold worksheet template. The template has general forms and
proportion of a kids toothbrush (handle, neck, head, and bristles). Sample
toothbrushes are passed around the class. Students may also ideate using CAD Computers with CAD,
modelling software (Sketchup or Solidworks), the making of physical models, and Photoshop
create a collage of ideas by piecing different images together from magazines
Magazines and
and toy catalogues, digital photo manipulation using software such as
catalogues, scissors, glue
Photoshop. Students may work with peers, pairs or small groups.
and card
- Students can use the template to trace over and sketch different design ideas
Students may work in small peer groups. Teacher outlines explicit group work
roles and behaviour
- Students may listen quietly to music in headphones while they work
Teacher circulates through the room and assists students as required

Teacher directs the class to finish up sketching and to pack away their work, and
transitions to lesson conclusion Transition occurs on schedule

5 Review and reflect

- The teacher stops the activity and reviews the results with the class
- Teacher asks some students to share their results with the class / what were
they able to produce
- Asks students if they found value in generating quantity and variety of design
ideas

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5 Lesson conclusion

- The next lesson will be based upon taking one or more of your ideas and
creating iterations to further develop them.
- Teacher asks the class if they know what the word iterate means.
- Can they give an example (teacher gives a brief example if students arent able)
- The teacher asks the students to share something that they may have learned
from this lesson as their exit pass.

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