Professional Documents
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Student Profile
Name: Megan
Age: 14
Year Group: 8
Learning Need: Dyslexia
Megan is a highly social and outgoing student who is well liked by her peers and
teachers. She has strong verbal and listening skills, and is confident in
contributing to class discussions. She is also highly imaginative and creative, and
is able to think abstractly. She has a particular passion for the creative arts and is
an extremely talented drawer. As a result of her dyslexia, Megan has issues with
reading; she reads slowly, experiences frequent decoding errors and struggles
with comprehension. She also struggles to put her thoughts down into coherent
and sustained pieces of writing. In class she often gets overwhelmed by her work
and struggles to stay organised and complete assignments on time. Megan
displays anxiety about reading and writing in the classroom, which manifests in
some disruptive behaviour, such as frequent talking in class and asking
irrelevant questions of the teacher.
Current educational policy dictates that the Australian schooling system be one
participate and achieve in learning. In this paper, Universal Design for Learning
lessons in which all students can engage. UDL is built upon the idea that
not only those with specific learning needs, but also all students (Kalabate,
2011). This paper will outline the key principles of UDL as a framework and
lesson plan. There will be a particular focus on how a UDL framework can be
Monica Sharpe 18795006 Case Study
learning needs of Megan in the above case study. However, it will be emphasized
that all UDL adjustments aim to increase the accessibility of content and learning
activities for not only the specific learning needs of one student in the
for teachers striving to create more inclusive classroom environments. The idea
aimed to design physical spaces that were accessible for all (Chodock & Dolinger,
2009). The key tenants of universal design are that accessibility should be built
into design, and that design changes aimed at increasing accessibility for a
particular group of people will benefit many more people. In the 1980s
educators adopted these key tenants to develop UDL (Chodock & Dolinger,
2009). UDL aims to evaluate and then eliminate learning barriers by increasing
the flexibility of all parts of the curriculum. This begins by establishing clear
goals for learning that do not include the means by which the goal needs to be
reached (Meo, 2008). The methods and materials used by learners to reach the
defined goal must then be varied and diverse enough to allow access for all
knowledge of all learners (Meo, 2008). To ensure this takes place a UDL
that allows students multiple ways of accessing the information. Multiple means
and interests of students and allowing them opportunities to use these unique
Like many students diagnosed with dyslexia, Megan displays a wide disparity
skills (Chodock & Dolinger, 2008). She reads slowly and often experiences
decoding errors. Although there is little known about the causes of dyslexia, it is
with dyslexia, Megan also has difficulty with writing and organization skills (Reid
et al, 2013). As students with dyslexia often have difficulty with visual scanning,
that is moving their attention quickly from what is happening at the front of the
often finds it difficult to stay on track with her work (Chodock & Dolinger, 2008).
For Megan, this has manifested in some minor behavioural issues, including low
work. However, Megans strengths are also typical of students with dyslexia.
Although it is not known why, students with dyslexia are often highly creative,
Monica Sharpe 18795006 Case Study
like Megan, and will often show an affinity for visual arts, as well as more
kinesthetic styles of learning (The Yale Centre for Dyslexia and Creativity, 2017).
and also allow her to use her unique strengths in her learning.
In order to increase the accessibility of the Year 8 English lesson plan on oral
involves students considering how oral storytelling is relevant to their own lives
and families. The activity was added to allow multiple means by which the
activities at the beginning of lessons that activate prior knowledge for students
has been shown to have a positive impact on student learning (Meo, 2008). In
which they are personally engaged (Hall, Meyer & D, 2012). Allowing the
she has strong verbal skills and is confident in participating in class discussions,
so beginning the class in this way would be effective in initially engaging her in
learning.
The next two activities in the original lesson plan were altered to provide
would also benefit (Reid et al. 2013). The initial lesson plan required students to
take notes during this activity, a task that would have been extremely
problematic for Megan as she struggles with visual scanning and fast writing.
main ideas through graphic organisers, like concept maps, has been shown to be
reading activity that follows, the lesson plan was also adjusted to require the
teacher to upload digital versions of the texts to the online classroom so students
could access them on their own devices. This would allow a student like Megan
to use a text-to-speech application that has been shown to assist students with
dyslexia with their comprehension (Reid et al, 2011). Students with low version,
or other additional learning needs, would also benefit, as they could change the
brightness or size of the text to suit their needs (Chodock & Dolinger, 2008). The
PowerPoint presentation and concept map from the previous activity would also
The additional of a story map to scaffold the answering of questions in the jigsaw
activity also provides students with both multiple means of representation and
highly effective visual strategy for enhancing comprehension for students with
reading comprehension difficulties, like Megan (Narkon & Wells, 2013). This is
either complete the map visually or in a written form may eliminate some of the
anxiety that Megan would normally experience when presented with this kind of
comprehension activity. This is because she is able to use her artistic strengths to
demonstrate her knowledge. This kind of scaffolding and choice in the means of
expression would also benefit not only Megan, but all students, in enhancing
In order to assess students learning, the final task in the initial lesson plan has
been adjusted to allow for multiple means of expression. While the initial lesson
only allowed students to present their work in a written form, the final task now
allows students to choose in which way they demonstrate their knowledge, for
choose to write their responses, Megan is more likely to choose to present her
would also be acceptable here. Allowing these multiple means of expression can
would also diminish Megans anxiety and make it less likely that she would
engage in her disruptive behaviours because she would not feel the need to
avoid work.
Creating an inclusive classroom in which all students are able to engage with
paper has outlined how UDL can be adopted as a framework to assist teachers in
Monica Sharpe 18795006 Case Study
demonstrated how a Year 8 English lesson can be adjusted to better adopt the
all students.
Monica Sharpe 18795006 Case Study
Teacher present a PowerPoint presentation introducing the idea of oral Student workbooks
10 mins storytelling and its importance both in the past and present and PowerPoint presentation
students take notes in their books.
10 mins UDL adjustment: Ensure that the PowerPoint is uploaded to the English Concept map
online classroom so students can access it on their own devices to follow Smartboard
along. Instead of having students take notes in their books, construct a Student devices required
concept map on the Smartboard as a whole class regarding the importance for the rest of the lesson
of oral storytelling. Upload the concept map to the online classroom so all
students can access it.
As a class, read an extract from the epic poem such The Illiad, the Extracts from the three
10 mins bush ballad, The Man from Snowy River, and the Aboriginal texts
Dreaming story of creation. Students could take turns reading aloud or
10 mins the teacher could read the texts aloud to the students. Extracts uploaded to
UDL adjustment: Upload the three texts extracts to the online classroom in online classroom
an electronic PDF format. If students do not want to read aloud allow that
to use speech-to-text application to read the texts.
Jigsaw Activity
Students form groups, and are assigned one of the three texts. In the Story map template
groups students reflect on the following questions; uploaded and in hard copy
15 mins What is the story about?
How does the writer/storyteller engage the reader/listener?
Why have these stories endured through time?
UDL adjustment: Upload a story map template to the online classroom.
Also, have printed paper copies for students if they prefer. Have students
fill in the story map about their text, either in a written or visual form,
depending on their preference.
Students make a summary of one story they most enjoyed and explain
10 mins how the elements of engaging storytelling are apparent in the story.
Students compose a short piece of writing to present their ideas.
5 mins UDL adjustment: Students are given a choice of how they will present their
ideas in this final piece of informal assessment. They may write a short
paragraph, make a multi-modal or PowerPoint presentation, or present
their ideas orally to the teacher. This is to be completed as homework and
handed in in the next lesson.
References
k10/programming/
https://journals.ala.org/index.php/rusq
Hall, T., Meyer, A.R., & H.D (2012). Transforming writing instruction with
Meo, G. (2008). Curriculum planning for all learners: Applying Universal Design
Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_
on_the_Educational_Goals_for_Young_Australians.pdf
Narkon, D.E. & Wells, J.C. (2013). Improving reading comprehension for
10.1080/1045988X.2012.726286.
Ralabate, P.K. (2011). Universal Design for Learning: Meeting the needs of all
proquest-
com.ezproxy.uws.edu.au/docview/893925534?accountid=36155
Reid, G., Strnadova, I. & Cumming, T. (2013). Expanding horizons for students
with dyslexia in the 21st century: universal design and mobile technology.
Doi:10.1111/1471-3892.12013
The Yale Centre for Dyslexia and Creativity. (2017) I have dyslexia, what does it