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Inclusive Education: Theory, Policy & Practice

Assignment 2: Case Study

Part 1: Case Study and Universal Design for Learning.

Jennifer Woods is a 13-year-old girl in Year 7, who has been diagnosed with Autism

Spectrum Disorder (ASD). Autism Spectrum Disorder is a neurological condition which affects the

way in which information in the brain in being processed (Murray, 2012). As the name implies,

ASD is a spectrum condition which takes multiple forms, depending on the level of severity,

however, ASD typically involves difficulty with communication and social interactions and can

include repetitive behaviour with fixation on limited interests (Murray, 2012; Autism Speaks Inc,

2012). People with ASD usually display unusual sensory behaviours, which in Jennifer’s case,

refers to the impulsion to touch everything she encounters (Murray, 2012; Conn, 2016). These

behaviours and personality traits are evident with Jennifer as she lacks verbal communication and

social skills, making it difficult for her to make friends and participate in whole class discussions

(Boutot, 2012). Jennifer currently has a fixation with building models of various objects and

characters out of playdough and Lego blocks and participates in online simulation games like

Minecraft, which promotes visual and kinaesthetic learning (Conn, 2016; De Verdier et.al, 2018).

Although Jennifer struggles with verbal communication, she is an excellent reader when

participating in pairs or group work, a creative drawer and problem solver. In addition to these

strengths, Jennifer is extremely organised and tends to be a perfectionist in all aspects of her

work, which requires additional time for her to complete set tasks and activities which is beneficial

for her to participate in collaborative learning activities (De Verdier et.al, 2018; West et.al, 2012).

Jennifer can get quite agitated between classes, thus relaxation time in the form of mediation or

breathing exercises is encouraged to create a positive and calming mind frame before starting the

lesson to minimise disruptions and tantrums (Rabaa, 2010; Boutot, 2012). Jennifer can struggle

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with verbal commands or instructions at times, so it is imperative that written or visual

representations of instructions are additionally provided to students and Jennifer to maintain the

inclusive classroom setting (Autism Speaks Inc, 2012; Conn, 2016).

As the number of students with ASD are attending mainstream schools, it is imperative that

teachers focus on the inclusion of these students and ensure their interests and needs are being

met. This can be achieved through the implementation of the Universal Design for Learning (UDL)

framework. The UDL framework focusses on providing flexible, equitable and equal learning

opportunities for every student, regardless of cultural background, disability or learning style, and

recognises that each student is an individual and has individual learning needs that need to be

accommodated (CAST, 2011). Additionally, UDL recognises that when it comes to education

settings, one size does not fit all and teachers should therefore understand their students interests

and needs and adjust the learning environment and their teaching and learning strategies

accordingly, through extensive planning and preparation (Hall et.al, 2012; Novak & Rose, 2016).

Kortering et al. (2008) found that all students, including those with disabilities, were more engaged

and motivated to learn in classrooms that applied the UDL framework than in a typical classroom

setting with teacher-centred approaches, that encourage lectures and textbook activities, as the

student’s interests were being explored and their learning needs were being met (Kortering, et.al,

2008). The UDL framework has three main principles that must be incorporated with inclusive

classrooms to guide the framework.

The first principle, providing multiple means of representation, focusses on the ‘what’ of

learning (CAST, 2011). As learners differ in the way they perceive and understand the content

material being delivered to them, it is imperative that this information is presented multiple times in

a variety of formats (Vitelli, 2015; CAST, 2011). The use of a variety of teaching and learning

strategies is to ensure that all student’s learning methods are being accommodated, thus, the

students can understand the content more thoroughly (Vitelli, 2015; Novak & Rose, 2016). In the

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case of Jennifer, providing multiple means of representation can decrease disengagement and

disruptive behaviour and can increase academic success, as she can grasp the knowledge and

understand the content more thoroughly, as she is being presented with the content in ways that

she can comprehend, thus eliminating frustration (Conn, 2016; Autism Speaks Inc, 2012).

Additionally, by providing multiple means of representation, it allows students, like Jennifer, to

continue learning in an inclusive environment without singling her from the rest of her peers,

making her feels different or inadequate (Boutot, 2007).

Multiple means of representation were provided in the adjusted lesson plan below by

presenting explanations and instructions verbally and written on the board to accommodate

Jennifer’s and the other student’s learning styles. When introducing a concept, such as the

chicken egg and Earth layers metaphor, a definition of metaphors was provided to all students

verbally along with a written definition on the board and visual representations were included, such

as bringing an actual chicken egg into the classroom and providing pictures of the inside of an

egg. Providing an actual chicken egg and pictures would be beneficial to Jennifer as she can

physically touch and see the egg, allowing her to investigate the connection with the Earth’s

layers, while engaging her senses (De Verdier et.al, 2018). Similarly, when introducing new

metalanguage, such as crust, mantle and inner and outer core, verbal and written definitions were

provided with pictures of each layer to easily distinguish between them (Conn, 2016; Novak &

Rose, 2016), once again allowing Jennifer and other students to grasp a better understanding of

the terminology (Hall et.al, 2012). Furthermore, multiple means of representation were provided to

the students while they were watching the video about the Earth’s layers, as the subtitles were

displayed on the screen while the video was playing, and each student was provided a transcript

to follow along with the video, allowing further clarity of content being delivered (Conn, 2016).

The second principle of UDL is providing multiple means of action and expression, which is

the ‘how’ of learning (CAST, 2011). Students have different and, in some cases, limited ways that

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they can express their knowledge and understanding, thus the importance of this principle which

allows multiple ways for students to demonstrate and express their understanding of content

material (Novak & Rose, 2016). As Jennifer has difficulty verbally communicating her ideas and

information, it is essential that she is provided with alternative options to demonstrate her

knowledge (Conn, 2016), which can eliminate any potential frustration she may feel due to being

unable to express her ideas or knowledge (Conn, 2016; Autism Speaks Inc, 2012).

The adjusted lesson plan demonstrated multiple means of action and expression during the

activity where students watch the video on the Earth’s layers. Students are required to list

characteristics of each of the layers and can choose to complete this task in their workbooks or on

the iPads, depending on their interests and learning needs. As for Jennifer, who is extremely

organised and quite the perfectionist, it would be beneficial for her to complete this activity on the

iPad, as constructing a table would be easier and neater for her to express her answers, however,

she is provided with both options (Novak & Rose, 2016; Conn, 2016). The activity where the

students must construct a model, depicting the different layers of the Earth is also part of the

multiple means of action and expression principle of UDL as the students could construct their

models out of different coloured playdough, Lego blocks, kinetic sand. Students were also

provided with the option to construct their model on the iPad, using various programs or even in

the game Minecraft. As previously mentioned, Jennifer is a visual and kinaesthetic learner,

therefore, by requesting students to construct a model of the Earth’s layers, it allows her strengths

and interests to demonstrate her understanding of the various layers (De Verdier et.al, 2018;

Conn, 2016). Multiple options were provided to the students, many of which are Jennifer’s

favourite activities.

At the conclusion of the lesson, students were required to share at least one thing they learnt

from the lesson, students were encouraged to verbally express their ideas, however, as Jennifer

has difficulty with verbal communication, students were provided with the option to write down the

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thing they learnt. Students were also required to provide feedback to the teacher, either verbally or

written, on the aspects of the lesson which they liked or did not like, to allow the teacher to reflect

on their teaching practice to make further adjustments if required (Vitelli, 2015).

The final principle of UDL is providing multiple means of engagement, which is the ‘why’ of

learning (CAST, 2011). There are various ways in which students become engaged and motivated

to learn, which demonstrates the importance of knowing your students interests and strengths, as

students are more likely to participate in learning activities when their interests and strengths are

being utilised (De Verdier et.al, 2018; Conn, 2016). There are multiple factors which contribute to a

student’s engagement with learning activities, such as culture, prior knowledge and personal

interests among others, and it’s the teacher’s responsibility to ensure all students are motivated

and engaged with the learning (De Verdier et.al, 2018).

The third principle of UDL, multiple means of engagement, was provided in the adjusted

lesson plan below at the beginning of the lesson, through requesting students to participate in the

breathing exercises. Breathing exercises or meditation has been proven to improve the mind

frame and wellbeing of students and eliminate and prevent any behaviour problems that may arise

during the lesson, thus allowing students to be more focussed and engaged with the lesson

activities (Rabaa, 2010). As Jennifer can get quite agitated and frustrated before and during each

lesson, breathing exercises can reduce anxieties and even prevent such behaviours from

occurring, by providing a calm and positive learning environment (Rabaa, 2010). Multiple means of

engagement were also provided by incorporating a video clip, explaining the Earth’s layers, to

retain student engagement after the completion of the worksheet activity and to further develop

understanding of the content (De Verdier et.al, 2018). This is especially useful for Jennifer, who as

previously mentioned is a visual learner. To deepen students understanding and maintain

engagement, students were required to construct a labelled model of the Earth, and clearly depict

the different layers by using various colours. Students, such as Jennifer, are more engaged with

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practical activities and are especially motivated to complete work that is fun and enhances their

strengths, hence why multiple materials to construct their models were provided (Conn, 2016).

The last means to provide engagement within the lesson was by allowing students to work

collaboratively during activities. Research suggests that students working collaboratively has

increased engagement and significantly improved social and communication skills (West et.al,

2012; Conn, 2016). Students like Jennifer benefit immensely from collaborative tasks, especially in

inclusive education settings as they work with their peers, form friendships and improve their

understanding of content, as it’s been proven that students learn more from their peers than from

teacher-centred environments (West et.al, 2012; Boutot, 2007).

Overall, through the implementation of the three UDL principles and careful planning of

effective teaching and learning strategies, students like Jennifer would be more engaged, build

social and communication skills and comfortable demonstrate their understanding of content

through their interests and strengths.

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Part 2: Lesson Plan

Colour key:
Multiple means of representation
Multiple means of action and expression
Multiple means of engagement
Lesson Script

Time Teaching Strategy Resources

5 min Outline expectations and objectives for the lesson (verbally and Eggs
written on board). Students participate in meditation exercise

Present chicken egg and ask students how this egg could
represent the Earth. Discussions

Explain to students that this is a metaphor and provide students

with the definition of a metaphor (verbally and written).
15 mins Distribute and explain the Earth’s layers worksheet to students. Worksheets, iPad
Describe (verbally and written) the definitions of crust, upper
and lower mantle and core using pictures. Provide written
instructions for the worksheets on the smartboard.

Momentarily wait then circulate classroom, assisting and

formative assessment
15 mins Students watch the video about Earth’s layers (subtitles and Earth layers
script provided) and construct a table with Earth’s layers for the video, iPads
headings. Students need to categorise and list characteristics
of each of the layers described in the video (on iPads or in
books).
20 mins Students are required to construct a model of the Earth’s Playdough, Lego,
layers, using either playdough, Lego, iPads, or kinetic sand. iPads, kinetic
Ensure students emphasize the different layers of the Earth, sand
through multiple colours and labelling the layers. Students can
work collaboratively.

Discuss comparison models to the video (written or verbally)

Formative assessment of models

5 mins Students to discuss how the egg represented the Earth

Verbally or written, explain something new they learnt this

lesson

Students to provide feedback on the lesson, either written or

verbally.

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References

Autism Speaks Inc. (2012). Supporting Learning in the Student with Autism. Retrieved from

https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf

Boutot, E. A. (2007). Fitting in: Tips for promoting acceptance and friendships for students with

autism spectrum disorders in inclusive classrooms. Intervention in School and Clinic, 42(3),

156-161. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/211726763?accountid=36155

CAST (2011). UDL guidelines version 2.0. Wakeeld, MA: Author. Retrieved from

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Conn, C. (2016). Observation, assessment and planning in inclusive autism education: Supporting

learning and developing. London, England; New York, New York: Routledge.

De Verdier, K., Fernell, E., & Ek, U. (2018). Challenges and Successful Pedagogical Strategies:

Experiences from Six Swedish Students with Blindness and Autism in Different School

Settings. Journal of Autism and Developmental Disorders, 48(2), 520-532.

Hall, T., Meyer, A., & Rose, D., (2012). UDL in the classroom practical applications (What works

for special needs learners). New York: Guilford Press.

Kortering, Larry J., McClannon, Terry W., & Braziel, Patricia M. (2008). UDL: A look at what

algebra and biology students with and without high incidence conditions are saying (Report).

Remedial and Special Education, 29(6), 352-363.

Novak, K., and Rose D. (2016). UDL Now! A Teacher's Guide to Applying UDL in Today's

Classrooms. CAST Professional Publishing. ProQuest Ebook Central,

https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4705711.

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Rabaa, C. (2010). Towards improving the social and emotional wellbeing of Indigenous children:

Mental Health education in a far North Queensland school. Aboriginal and Islander Health

Worker Journal, 34(2), 21-24. Retrieved fromhttp://web.a.ebscohost.com.ezproxy.uws.edu.au

Vitelli, E. (2015). UDL. Journal of Special Education Technology, 30(3), 166-178. DOI:

10.1177/0162643415618931

West, E., Jones, P., Chambers, D., & Whitehurst, T. (2012). A Multi-Perspective Collaborative on

Teacher Learning for Teachers of Students with Autism Spectrum Disorder. Journal of

International Special Needs Education, 15(1), 24-43.