102084 Inclusive Education Theory, Policy and Practice Spring 2017

Assignment 2: Universal Design for Learning

Case Study: Autism Spectrum Disorder
Word count: Part 1: 1900 words Part 2: 300 words + References + Appendices

Part 1: Student profile: Emily - Autism Spectrum Disorder

Emily1 is a 17 year old Year 12 student transitioning into a new school following

difficulties coping with Year 11 in her previous school. She was diagnosed at 14 years of age

with Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), anxiety and

depression. PDD-NOS is an autism spectrum disorder (ASD) under the Diagnostic and

Statistical Manual of Mental Disorders (DSM-5) classifications and is characterised by

significant difficulties in two domains: social communication and, restricted and repetitive

patterns of behaviour, interests and activities (American Psychiatric Association (APA),

2013). In Year 11, Emily manifested multiple signs of difficulty with emotional regulation

such as, an increased sensory sensitivity, episodes of ‘freezing’2 and ‘floppiness,’3 and

periods of mutism.4 In her school work she struggled with written expression,

comprehension of complex conceptual questions, and the ability to complete written

assignments. She required multiple assignment extensions, was withdrawn from two HSC

subjects (completing prelim only) and required exam provisions for extended time and small

group environments.

Emily underwent a psychologist’s assessment for executive function and to create a

support profile to assist in her adjustment to a new school with learning support, as well as

1
Pseudonym for family member used for case study.
2
Emily is observed as being physically rigid, unable to move, and non-verbal.
3
Emily is observed to be lying on the floor, muscles floppy, sometimes babbling repetitive statements or
fixated on small spots on the floor coverings.
4
“A refusal to speak either at all times or at some times, usually as a result of trauma or stress,” Encarta
Dictionary, 2017.
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to plan for transition out of school following Year 12. On assessment Emily maintains the

diagnosis of autism spectrum disorder (DSM-5), with a severity rating level 2 (requires

substantial support) for social interaction and level 1 (requires support) for restricted and

repetitive behaviours, which indicates a “significant problem-solving rigidity combined with

emotional dysregulation” (personal communication, Dixon, 2016, p. 5). 5 This suggests that

Emily is likely to have deficits in all aspects of executive function including inhibitory control,

self-monitoring, emotion regulation, flexibility, and cognitive regulatory functions including

ability to sustain working memory and to initiate, plan, organize, and monitor problem

solving compared to same age peers (Behaviour Rating Inventory of Executive Function-

Adult Version (BRIEF ®2, Appendix A). In addition, Emily requires support therapy with a

psychologist with expertise in ASD and is referred to a psychiatrist (after some months on

waiting lists).

In-class observations

Students with autism will often demonstrate delays in expressive language ability,

difficulties with social interaction and relationships, and be resistant to changes in routine

(Zambone, Bashinski & King, 2010). In the classroom, Emily’s behaviour manifests as poor

social interaction, impaired communication, restricted and repetitive interests and

behaviours, and sensory sensitivities. The following behaviours are observed:

 repetitive behaviours = frequent and dependent use of lip balm, and/or nail

biting;

 emotionally sensitive = cries easily; when overwhelmed she physically ‘freezes’

(loss of physical movement and rigidity), goes mute and does not express

5
For privacy reasons the full assessment is not available, but extracts have been included.
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emotions, or goes ‘floppy’ (lies on the floor, unable to get up, fixates on small

space, sometimes babbles);

 sensory sensitivity = unable to tolerate loud noise and disruptive behaviours of

other students;

 lack of adaptability = inability to adjust to changes in class routines;

 lack of flexibility = fixated on complying with school rules;

 social isolation = keeps to herself inside and outside class;

 struggles with written expression, comprehension of complex conceptual

questions, and the ability to complete written assignments; and

 school work is often incomplete, late or requires extensions.

Strengths

After an initial meeting at the new high school between Emily and her mother, the

learning support teacher and the school principal, Emily joined the HSC program in Textiles

and Design, Standard English and Chemistry. Emily is offered in-class learning support but

refuses because she does not want to be different to her peers (even though other students

in class have a teacher’s aide). She is orientated to the school environment with a map and

tour of the grounds, Learning Support Centre (later used for Distance Education English

Studies) and student study rooms. The Learning Support Teacher becomes the main liaison

between Emily, the school, and Emily’s mother.

Emily’s strengths include fine motor skills (origami) and attention to detail; she

excels in practical skills (such as experiments and hands-on tasks), but struggles with written

assessments. She participates in group discussions in class, but has difficulty putting

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verbalised ideas into text form. Emily rarely asks for assistance even when she is unable to

complete a task; she is compliant with school rules, arrives to class on time and is prepared

to learn. Emily has completed preliminary Japanese, HSC maths and HSC physics (did not

complete assessment task). She has good computer skills (uses iPad and laptop), she knows

how to access and use the internet, and view online classrooms and emails.

Emily’s areas of interest include origami, after school gymnastics, Nintendo and

online digital games, and she likes playing cards. She often draws cartoon-like figures or

creatures in a notepad during school breaks, she is a competent swimmer, enjoys listening

to music and watching YouTube videos. At times Emily likes to use puns to make jokes and

has a unique sense of humour. At home she often runs in repetitive circles indoors as a self-

settling technique. She likes chocolate, lollies and ice cream as treats (although she is gluten

and diary intolerant).

Areas of learning need

Taking into account the recommendations from the psychologist’s report summary

and Emily’s presenting behaviours in the education setting, her learning needs require

adjustments and modifications to the mainstream program that keep her within an inclusive

learning environment. Universal Design for Learning (UDL) proposes that all existing

curricula have the flexibility to meet the learning needs of all learners and “to do so

effectively and from the start”, in preference to being retro-fitted, adapted or modified

because of the lack of accessibility for all learners (CAST, 2011, p. 9). The principles will be

applied to a Textiles and Design lesson plan with the objective that “the students will

identify 19 pieces of sewing equipment and explain how to use them.” (Appendix B). The

lesson is augmented by a text-only worksheet (Appendix D). On first impression, the lesson
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plan and worksheet lack UDL concepts in all three key areas of representation, expression

and engagement. Modifications to the plan (Appendix C) and worksheet (Appendix E) focus

on visual supports, visual organisers, scaffolding, explicit direction and routines. A Universal

Design for Learning Modified Lesson Plan (Part 2) incorporates the three UDL principles of

multiple means of representation, multiple means of action and expression, and multiple

means of engagement after identifying student strengths, interests and learning needs.

Specific areas to address and suggested strategies include:

 Physical – allowing some freedom of movement in class and the ability to exit

class if needed. Ensure access to lip balm as a repetitive and self-settling

behaviour.

 Cognitive – graphic organisers (iPad or mobile phone), scaffolded worksheets,

lesson schedules, learning intentions, success criteria, visual diagrams, timing

of tasks and explicit instruction. Breaking down large assignment tasks into

weekly achievable tasks that are checked and given feedback. In-class

calendar of significant tasks and dates – countdown to due date. On-line

classroom to access classwork out of school hours.

 Sensory – learning environments need to be well organised, comfortable and

fit for purpose. Minimise extraneous noise, smells, and disruptive behaviours.

 Social / Emotional – predictable, sequenced and logical lessons to reduce

anxiety. Explicit teaching of school expectations to whole class and consistent

reinforcement. Provide an exit pass to leave class to a quiet, supervised area

if needed. Signpost any unexpected changes or transitions. Flexibility in group

work or individual tasks.

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Emily’s executive function deficits in cognition (planning, organisation and task

completion) and social / emotional issues are addressed through multiple means of

representation. Students with ASD are often identified with strengths in visual learning,

therefore the combination of visual prompts, organisers, task scaffolds and diagrams

augment verbal and written instruction and assist in alleviating anxiety through routine and

predictability (Kellems, Gabrielsen & Williams, 2015). Instructions need to be explicit for

example, the lesson objective is given five simplified learning goals – Find, Fill, Share, Watch,

Review (Appendix C) to clarify (CAST, 2011). In addition, the incorporation of the ‘scavenger

hunt’ in the lesson ensures student has both visual and kinaesthetic presentation of the

learning materials through multiple mediums (CAST, 2011). The teacher demonstration of

the items purpose and use reinforces knowledge and application through multiple modes

(Loreman, Deppeler & Harvey, 2011). The worksheet (Appendix C) has been adapted to

avoid split attention by placing both lists on the same page. The layout is redesigned as a

table, with enlarged font and two-tone rows for ease of reading for a wide range of learners

(CAST, 2011) (Appendix D). Written instructions are included above the table and in the

column headings to reinforce the read out loud instructions (CAST, 2011).

Multiple forms of action and expression are enhanced by moving beyond the

written task or worksheet and incorporating physical action (the scavenger hunt) and

kinaesthetic interaction with objects (CAST, 2011). Expression of task understanding is both

verbal and written which enables immediate feedback on accuracy and positive

reinforcement (CAST, 2011). Pairing and sharing with peers enables a collaborative rather

than competitive environment for learning and encourages social interaction (Loreman et al,

2011). Strategies that support Emily’s executive function development are beneficial to all

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learners, such as, teacher guidance in providing prompts, timers, task sequencing, and goal

setting (CAST, 2011).

Explicit instruction, visual schedules and task checklists reinforce learning

engagement by providing predictable learning goals and self-monitoring of progress,

therefore reducing anxiety for Emily and maintaining a routine for the whole class (Kellems

et al, 2015). The provision of security items (such as the repetitive use of lip balm) and the

inclusion of any small comfort items from home can be allowed in-class to reduce Emily’s

anxiety without disruption to other students (Rogers, 2013). Opportunities for individual

choice and autonomy in design projects is possible for all students in later classes and can

be tailored to meet specific interests (for Emily this is Japanese anime and cuddle toys) and

levels of ability (CAST, 2011). Fostering collaboration is a method for encouraging peer

support and safe learning environments while also developing social interaction skills for

Emily and her peers (CAST, 2011). The teacher will need to be proactive in assigning group

roles (eloquent speaker, artist, cheerleader and captain) depending on group dynamics and

individual strengths - Emily may enjoy being the artist (Rogers, 2013).

Emily will also need daily, weekly and term goal setting to ensure she stays on task

and on time with assessments, which will alleviate anxiety and frustration and prevent

episodes of being overwhelmed (‘freeze or floppy’). This will need to be a home / school

collaboration to ensure Emily stays on track with homework and revision tasks including

reminders, checklists and task due-date countdowns (CAST, 2011). The portability of digital

devices such as tablets and mobile phones enables the use of electronic calendars,

reminders, homework apps and online classrooms which may assist in timetable

management, task completion and out of school hours access to class tasks (Kellems et al,

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2015 and Jones, Wilcox & Simon, 2015). To assist with emotional regulation, Emily’s mother

states that she does observational mood monitoring on the iMood app., but says that Emily

refuses to self-monitor. Psychological support for social communication and self- regulation

is just commencing while psychiatric support is pending. In view of these external therapy

supports it will be important for the teacher to be open to any specialist recommendations

to assist Emily.

Part 2 illustrates a Universal Design for learning plan devised from Emily’s history in

Part 1. The original and modified plan and worksheet are in the Appendices following the

References.

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Part 2: Universal Design for Learning – Modified Lesson Plan

A STUDENT YOU HAVE Multiple means of REPRESENTATION
OBSERVED: (various ways of acquiring information and
Emily* 17 years, knowledge)
Year 12, ASD, anxiety
INDIVIDUAL STUDENT  Visual learning – diagrams, graphs, images,
STRENGTHS and realia,
INTERESTS:  ICT capability – iPad, laptop, mouse,
keyboard, internet, email, online classroom.  Verbal discussion.
 Clear and explicit instructions – read out
INDIVIDUAL STUDENT loud written instructions.
NEEDS:  Break down tasks into smaller components
– scaffold lesson into two sections –
Identification and Explanation.
 Provide explicit transition prompts and
sequential processes.
 Make explicit links between information
provided and learning outcomes.
 Customise worksheet into one page table to  Provide sentence starters /
reduce split attention. Enlarge text and two-
tone worksheet for easy reading.
 Graphic organisers / visual planners: lesson
schedule, overview of unit schedule
including assessment tasks on display in
class.
 Set task timers - allow time to adjust to
changes – task completion expectations and
signpost transitions.
 Model / demonstrate key skills.
Multiple means of EXPRESSION
(alternative ways of
demonstrating what students
know)
Strong hands-on practical skills.
 Drawing – pen/paper and
laptop.
 Attention to detail.
 Encourage in-class discussion.
 Flexibility in group or individual
work.
 Mixed ability group work.
 Frequent check-ins for
understanding.
 Clarify key terms, vocabulary
and spelling – provide
dictionaries, spellcheckers.
cloze passages for explanation
of equipment use.
Multiple means of ENGAGEMENT
(tap into interests, provide
challenges, increase motivation)
 Incorporate interest in Japanese
culture into textiles and design
projects.
 Humour: use wordplay and puns.
 Card games, digital games.
 Predictability: Regular classroom
routines and expectations.
 Challenge: Set lesson learning
intentions and success criteria.
 Motivate: Daily, weekly and whole
term explicit learning goals.
 Reduce anxiety: Minimise in-class
noise and disruptions with
negotiated class rules and
expectations.
 Ensure access to security items such
as lip balm and small toys.
 Exit pass from class and designated
quiet area.
 ICT: Ipad or mobile phone calendar,
reminders, and homework app.
 Class calendar – daily checklists of
tasks to be completed.

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References

American Psychiatric Association (APA), (2013). Autism spectrum disorder fact sheet. American

Psychiatric Publishing.

https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Autism-

Spectrum-Disorder.pdf

Australian Medical Association (AMA), (2016). What is autism or autism spectrum disorder? AMA

Position Statement. Retrieved from https://ama.com.au/position-statement/autism-

spectrum-disorder-2016

CAST (Centre for Applied Special Technology). (2011). Universal design for learning guidelines version

2.0. Compiled by David H. Rose and Jenna Gravel. Wakefield, MA: Author. Retrieved from

http://www.udlcenter.org/aboutudl/udlguidelines/downloads

Jones, P., Wilcox, C. & Simon. J. (2015). Chapter 10: Evidence-based instruction for students with

Autism Spectrum Disorder: TeachTown Basics. In Cardon, T. A. Technology and the

Treatment of Children with Autism Spectrum Disorder: Cham: Springer International

Publishing.

Kellems, R.O., Gabrielsen, T. P. & Williams, C. (2015). Chapter 7: Using visual organizers and

technology: Supporting executive function, abstract language comprehension, and social

learning. In Cardon, T. A. Technology and the Treatment of Children with Autism Spectrum

Disorder: Cham: Springer International Publishing.

Loreman, T. J., Deppeler, J. & Harvey, D. (2011). Inclusive education: supporting diversity in the

classroom (2nd ed.). Crows Nest, NSW: Allen & Unwin.

National Autism Network. DSM-5 severity levels. Retrieved 2 October, 2017 from

http://nationalautismnetwork.com/about-autism/diagnosis-of-autism/dsm-5-severity-

levels.html

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102084 Inclusive Education Theory, Policy and Practice Spring 2017

Rogers, L. (2013). Visual supports for visual thinkers: Practical ideas for students with autism

spectrum disorders and other special education needs. London & Philadelphia: Jessica

Kingsley Publishers.

Zambone, A.M., Bashinski, S.M. & King, L.H. (2010). Chapter 3: Low incidence disabilities. In R.T.

Boon, & V.G. Spencer (eds.) Best practices for the inclusive classroom: Scientifically based

strategies for success.

Bibliography

Aggarwal, S., & Angus, B. (2015). Misdiagnosis versus missed diagnosis: diagnosing autism spectrum
disorder in adolescents. Australasian Psychiatry, 23(2), 120-123.
doi:10.1177/1039856214568214

Australian Government Department of Education and Training. (2015). Planning for personalised
learning and support: a National resource based on the Disability Standards for Education
2005. Retrieved from https://docs.education.gov.au/node/38065

Dworzynski, K., Ronald, A., Bolton, P., & Happé, F. (2012). How Different Are Girls and Boys
Above and Below the Diagnostic Threshold for Autism Spectrum Disorders? Journal
of the American Academy of Child & Adolescent Psychiatry, 51(8), 788-797.
doi:10.1016/j.jaac.2012.05.018

Glass, D., Meyer, A., & Rose, D. (2013). Universal Design for Learning and the Arts. Harvard
Educational Review, 83(1), 98-119,266,270,272.
doi:10.17763/haer.83.1.33102p26478p54pw

National Centre of Universal Design, (2012). What is Universal Design for Learning? Retrieved from
http://www.udlcenter.org/aboutudl/whatisudl and http://www.udlcenter.org/research

Paola, S. (2017). The reason behind skyrocketing autism rates. Australian Journal of Pharmacy (AJP)
online. Retrieved from https://ajp.com.au/news/reason-behind-skyrocketing-autism-rates/

Whitehouse, A.J.O., Cooper, M.N., Bebbington, K., Alvares, G., Lin, A., Wray, J. and Glasson E.J.
(2017). Evidence of a reduction over time in the behavioural severity of autistic disorder
diagnoses. Autism Research 10, 179—187. International Society for Autism Research
(INSAR): Wiley Periodicals. Retrieved from
http://onlinelibrary.wiley.com/doi/10.1002/aur.1740/epdf

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Appendix A

Behaviour Rating Inventory of Executive Function-Adult Version (BRIEF ®2) “significant problem-
solving rigidity combined with emotional dysregulation” (Dixon, 2016, p. 5). T-scores above 60 on
the graph (areas in green) are elevated and indicate significant difficulty compared to same age
peers (Figure 1: Profile of BRIEF®2 T Scores, Dixon, 2016, p. 6).

Figure 1: Profile of BRIEF®2 T Scores, (Dixon, 2016, p. 6).

KEY
 Global Executive Composite (GEC) – summary score.
 Behaviour Regulation Index (BRI) – ability to regulate and monitor behaviour effectively.
 Emotion Regulation Index (ERI) – ability to adjust to change.
 Cognitive Regulation Index (CRI) – ability to problem solve effectively.

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Appendix B: original lesson plan

Objective: The students will identify 19 pieces of sewing equipment and explain how to use
them.

Supplies: Scavenger Hunt worksheet for each student, thread, a seam gauge, scissors, a
sewing machine, a seam ripper, tailor’s chalk, scraps, a serger, shears, bobbins, a tracing
wheel and paper, pins, pinking shears, a rotary cutter, a rotary mat, tools and feet, a rotary
ruler, buttons, a tape measure, and numbered sticky notes #1-#19.

1. Scavenger Hunt: there will be 19 pieces of equipment around the room with
numbers attached. The students will go around the room and identify the
equipment. Their worksheet has a list of the equipment on the back.
2. Compare: The students will pair up with a partner and compare answers.
3. Demonstration: The teacher will demonstrate and explain how to use the equipment
on the list.
a. What is the equipment used for?
b. What are safety precautions for each piece of equipment?
c. Where can you find all the small equipment provided by the school?
d. What is the process of getting the sewing machine ready each day?
e. Where will you find the ironing boards and irons?
f. Where will you find the rotary mats, cutters, and rulers? What do you do
with them when you are done?

4. Summary: Have each student stand by a piece of equipment and tell the class what the
name of that equipment is and what is for. When everyone has had a turn, have the
students put the equipment away.

Source: Williams, A. (2005). Equipment Identification. UTAH Education Network (UEN).

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Appendix C: Universal Design for Learning Modified Lesson Plan

Textiles & Design: Stage 6: Lesson 1: Equipment (60 mins)

Objective: The students will identify 19 pieces of sewing equipment and explain how to use them.

Time* Teaching and learning actions Organisation

0-5 Learning Goals: whiteboard or ppt
FIND:
1. Find 19 numbered pieces of sewing
equipment in the classroom.
2. Fill in the correct item in Column 2 to
match the number in Column 1.
3. Pair and share with a classmate.
EXPLAIN:
4. Watch demonstration – fill in worksheet
columns ‘What it does’ and ‘Where it is.’
5. Review: class feedback
5-25 1-2 Scavenger Hunt
 There are 19 pieces of equipment around the
room with numbers attached.
 The students will go around the room and
identify the equipment.
 Fill in the correct item in Column 2 to match the
number in Column 1.
25-30 3 Pair and share with a classmate
 Students pair up and compare answers.
 Self-correction.
 Whole class feedback
30-50 4 The teacher will demonstrate and explain how to
use the equipment on the list.
 What is the equipment used for?
 Where can you find all the small equipment
provided by the school?
 What is the process of getting the sewing
machine ready each day?
50-60 5 Summary:
 Each student stands by a piece of equipment
and tells the class what the name of that
equipment is and what it is for.
 Students put the equipment away.
*time can be varied according to student requirements.
Teacher:
 Pre-lesson set-up
 Read out loud instructions
 Emphasise timings and set timer.
 Signal transition to task.
Student:
 Hand out worksheets (modified)
 Read along with teacher
Resources: Scavenger Hunt worksheet
Items: thread, a seam gauge, scissors, a sewing machine, a
seam ripper, tailor’s chalk, scraps, a serger, shears, bobbins,
a tracing wheel and paper, pins, pinking shears, a rotary
cutter, a rotary mat, tools and feet, a rotary ruler, buttons,
a tape measure.
Numbered sticky notes #1-#19.
Teacher:
 Monitor student activities – give prompts.
 Redirect to task as required
 Signal task transition
Student:
 participate in scavenger hunt
Resources: Classroom setup for scavenger hunt, worksheet
Teacher:
 monitor interaction,
 redirect as needed,
 signal transition
Student: verbal collaboration with peers.
Resources: worksheet
Teacher: demonstrate use and describe purpose of each
item.
Student: Watch demonstration
Fill in worksheet columns
 ‘what it does’ and
 ‘where it is’
Resources: all sewing items and worksheet
Teacher: allocate students, monitor turn taking, give
positive feedback on responses, respond to questions.
Student: recall, and recount equipment
Resources: all sewing items

Colour key: REPRESENTATION [R] EXPRESSION [Ex] ENGAGEMENT [En]

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Lesson Plan
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Appendix D: original worksheet

Name: __________________________ Hour: _______ Pts. ______

Can You Name the Sewing Equipment?

Directions: Roam around the room and write the name of all of the equipment.

Do not leave anything blank. You do not have to start with number 1.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

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Thread

Seam Gauge

Scissors

Seam Ripper

Tailor’s Chalk

Scraps

Serger

Shears

Bobbins

Tracing Wheel and Paper

Pins

Pinking Shears

Rotary Cutter

Rotary Mat

Tools and Presser Feet

Rotary Ruler

Iron

Tape Measure

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Appendix E: Universal Design for Learning - Modified Worksheet

Name: __________________________ Class: _______ Date: _________
1. Find 19 numbered pieces of sewing equipment in the classroom.
2. Fill in the correct item in Column 2 to match the number in Column 1.
3. Pair and share with a classmate.
4. Watch demonstration – fill in worksheet columns ‘What it does’ and ‘Where it is.’
1. Sticky 2. Match the correct name What it does Where it is Choose from one of
note of the item to the sticky these items
note number in this
column
1. Thread
2. Seam Gauge
3. Scissors
4. Seam Ripper
5. Tailor’s Chalk
6. Scraps
7. Serger
8. Shears
9. Bobbins
10. Tracing Wheel
and Paper
11. Pins
12. Pinking Shears
13. Rotary Cutter
14. Rotary Mat
15. Tools and
Presser Feet
16. Rotary Ruler
17. Iron
18. Tape Measure
19. Thread

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Worksheet