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Student Profile:
Kalyn is a year 10 male student in a mainstream Western Sydney High School that has been
diagnosed with a Mild Intellectual (Dis)ability (MID) and Autism Spectrum Disorder (ASD). Kalyn
additionally has sound drawing skills. Utilising minimal verbal communication, Kalyn subsequently
opts to communicate using gestures, and visual-pictorial communication systems. Kalyn finds
assist in class work, communication of emotions or minimise stressors within the classroom. This
support extends to aid and manage his behavioural responses to sensory stimuli. The
unpredictability of behaviour, requires regular analyses of behaviour by staff. Kalyn has further been
provided with strategies that support his dynamic behaviour. During tasks of creativity and
collaboration, Kalyn engages with the content with minimal disruptions. Behavioural and cognitive
issues persist with tasks of higher degree of complexity. Kalyn exhibits low levels of literacy and
numeracy, often acting as a catalyst for his disengagement with class work – becoming a distraction
for his classmates. Ultimately, this is a justification for Kalyn’s perceived behavioural issues; a tactic
to avoid work.
These strengths and weaknesses have been identified to promote a sustainable, and
Mild Intellectual (Dis)ability (MID) affects individuals in a myriad of ways, with the most
prevalent being social, cognitive and emotional; often limiting the ability of an individual’s capacity
in functioning. Contemporary research on MID in children are sporadic and the prevalence rates are
often estimated based on variant objective testing procedures. In describing the clinical signs,
This essay will note the prefix “dis” when describing (dis)ability/ies in parentheses throughout, as the
terminology is perceived as restrictive and detrimental in accurately describing to the multiplicity of individuals
with a (dis)ability.
Bou Ovington, 17383497 2
associative comorbidities, and complexity in the identification of aetiology, MID remains difficult to
accurately classify.
Autism Spectrum Disorder (ASD) is a neuro-developmental condition that affects social and
environmental interactions. Variant severities exist; often regarding sensory and information
processing factors.
Consequently, as learners with MID and ASD are progressively integrated into mainstream
schooling; inclusive education necessitates teachers’ capabilities in meeting the diversifying needs in
providing opportunities for student learning. Therefore, the following essay will determine the
methods utilised in a classroom setting suitable for Kalyn, appropriated by the aforementioned
profile and supporting evidence, facilitating the Universal Design for Learning (UDL) framework as a
Kalyn can express enthusiastic qualities when he is in a positive emotional state. This is
an avoidance in activities of varying difficulty unless broken down with the assistance of a student
learning support officer. Often, as a result of his inability to complete tasks; Kalyn exhibits an
emotional response of negative self-efficacy that deters him from completing his work.
The essay, and succeeding lesson plan has been altered to provide adequate consultation of
Universal Design for Learning (UDL) is a conceptual framework that is based on the
ideologies of improving and optimising a classroom environment that enables pervasive learning for
the student population based upon scientific insights (Rose, Gravel & Gordon, 2013; Gordon, Meyer
& Rose, 2016). Dynamic in design, to allow for adjustable methods, the UDL framework facilitates
the proposal of instructional goals, resources and valuations (formative and summative assessment)
to meet individual learning needs. UDL is inclusive of, but not limited to: lesson environment,
classroom activities and resources used. The incorporation of differentiated options and strategies
ensures pervasive content accessibility. (Courey, Tappe, Siker & LePage, 2013). Courey, Tappe, Siker
and LePage (2013) examined the improved multiplicity of options in lesson planning as a means of
teachers demonstrating a better understanding of content being taught. Consequently, Katz (2013)
posits the suggestion that UDL significantly increases student engagement, specifically active
engagement, and the promotion of social engagement whereby peer interactions, student
Contrary to assumptions, benefits of UDL are applicable to mainstream students (Gargiulo &
Metcalf, 2017), as well as those with behavioural or cognitive difficulties (Johnson-Harris &
The principles of UDL are compartmentalised into three sub-sections: multiple means of
engagement, multiple means of representation, and multiple means of expression (Johnson-Harris &
The benefits of integration are not specific to the learner. As a result of applying UDL
maintain student interest (Montgomery, Hayward, Dunn, Carbonaro & Amrhein, 2015). The
provision of this method, necessitates dual contribution by the teacher and the student. From the
teaching perspective, providing variant ways of learning the content is vital to this process. Many
students with ASD are minimally responsive to verbal cues independently. Therefore, including
Kalyn, for example, prefers visual notions of work. In this instance, the teacher can provide a
visual representation of the work on a PowerPoint slide, in addition to verbal statements; to expand
the delivery for a variety of students. By extension, Johnson-Harris and Mundscenk (2014) identified
the process described, as being more prominently adhered to when students perceive the content
as realistic and applicable. Multiplicity, in this identification can be the applicability of real-world
engagement is the delivery of concurrent feedback (Johnson-Harris & Mundscenk, 2014). Research
by Bols and Wicklow (2013) acknowledged that students appreciate feedback that is timely,
accessible, legible and konstructive [sic] (“TALK”). Feedback is not restricted to summative
assessment, and can be delivered in response to group discussion input – which is an example of
active classroom collaboration. Students can utilise feedback to guide future erudition.
engagement could explicitly be utilised to support and manage the behavioural issues (McLeskey,
Rosenberg & Westling, 2017). As collaborative learning, a pedagogical method that denotes learning
as a naturally occurring social process – can increase student attention, outcomes and behavioural
The variance in resource and methods of student comprehension denotes the concept of
multiple means of representation (Kumar & Wideman, 2014). Utilising experiential and contextual
inferences (Johnson-Harris & Mundschenk, 2014), students who are presented with a topic in a
multitude of ways allows them to understand content suitably for them. With information being
conveyed in variant forms, students have the capacity to learn with specificity. For Kalyn, reiterating
information in numerous formats such as verbally, modelling, and collaboratively, can, in essence,
2014).
The lesson plan utilises multiple means of representation to present differentiated content.
Typed transcripts, that coincide with a PowerPoint presentation – with examples and modelling by
the teacher. By including two forms of application, dually in written and visual form, on the
transcript and presentation respectively, Kalyn has the opportunity to expand his accessibility
irrespective of variables such as losing worksheets or preference of learning methods. This process
assists students who have had minimal developmental capabilities in comprehension of language
(Rose, Gravel & Gordon, 2013; Reutebuch, El Zein, Kim, Weinberg & Vaughn, 2015). This is
furthermore reiterated by including a video clip to support the transcript, for annotation within the
lesson plan. The lesson plan additionally includes reciprocal teaching (RT) as dual improvement in
reading related tasks, and increased frequency of spontaneous reflections and guided discovery was
MID and ASD necessitate clarity of instruction. Somewhat contrasting to multiple means of
expression; to ensure concise instructions, teachers need to specify the task, and disallow the
possibility of too many choices to negate confusion. Avoidance of figurative speech, and succinct
language terminology will assist students – as appropriateness of language needs to be simplified for
Learners differ in several aspects; acknowledging this within the learning environment and
expression. This variant navigation of learning environments emphasises that student demonstration
of understanding may vary in the completion of classroom tasks (Johnson-Harris & Mundschenk,
2014). Lowering executive functioning, students are provided with numerous means of iterating and
paraphrasing information (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). It should be
recognised that expression and action require organisation, strategy, and by extension, practice.
Additionally, there is no universal methodology that is applicable for every student, therefore the
provision of choice and opportunities to vary their articulation of knowledge is an effectual action to
integrate. Integrating this allowance, particularly for Kalyn, encourages his capabilities in choosing
the method to partake in class tasks, therefore leading to an increase in achieving student outcomes.
By encouraging self-determination in the classroom setting (Peng, Cherng, Chen & Lin, 2013;
Abeysekera & Dawson, 2015) students are able to complete tasks dependent upon what is
advantageous for them. In terms of Kalyn’s preference, his strengths include having sound drawing
skills. Ultimately the lesson plan includes a sketch to stretch (Harste, 2014), an instructional strategy
whereby students can opt to draw their emotional response, or symbolism succeeding each line of
speech, to create and identify personal meaning within the text. Moreover, Kalyn has choice in his
recording of information – by drawing for instance, he can create images that are emblematic of his
assumption of the texts’ purpose. The lesson plan necessitates teacher modelling of the tasks
before students initiate the task. Irrespective of individual or group tasks, modelling, and
demonstration of tasks increases student engagement (Roehl, Reddy & Shannon, 2013) which
Part Two:
Changes Key
Multiple means of Multiple means of Multiple means of
Representation Expression Engagement
Outcomes
EN5-2A: A student effectively uses and critically assesses a wide range of processes, skills, strategies and
knowledge for responding to and composing a wide range of texts in different media and technologies.
EN5-7D: A student understands and evaluates the diverse ways texts can represent personal and public
worlds
Activity Instructions Supplementary Modes of
Learning
Recap: PowerPoint Presentation:
Visual
Recap o Literary Devices Checklist of literary devices that
0 – 5 minutes have been discussed in previous
Discussion: Verbal lessons.
dialogue covering previously learned topic. Reiterating
the content learned, and formatively assessing what
content necessitates further learning.
PowerPoint Presentation:
Learning Intentions: Visual
Checklist of learning intentions
Learning o Responding to texts from a range of different to supply purpose to activities
Intentions media and technologies in lesson
5 – 7 minutes o Understand and evaluate texts ability to
represent personal and public worlds
Weather = Tone/mood
Sports = Literary Techniques
Verbal input:
Dedicate a role of scribe. Thus, stronger
writers can write the verbal input from other
students.
E.g.: Kalyn may be better suited to verbally
discuss his role’s identification
References
Axe, J. B. (2015). Combining concepts from Verbal Behavior and Derived Relational Responding
Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students
through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
Bols, A., & Wicklow, K. (2013). Feedback–what students want. Reconceptualising feedback in higher
education, 19-29.
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design
for learning (UDL). Teacher education and special education, 36(1), 7-27.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving
students’ learning with effective learning techniques: Promising directions from cognitive
and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Gargiulo, R. M., & Metcalf, D. (2017). Teaching in Today s Inclusive Classrooms: A Universal Design
Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal design for learning: Theory and practice. CAST
Professional Publishing.
Bou Ovington, 17383497 10
Harste, J. C. (2014). The art of learning to be critically literate. Language Arts, 92(2), 90-102.
Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working effectively with students with BD in a
general education classroom: The case for universal design for learning. The Clearing House:
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in
Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year
Lundberg, I., & Reichenberg, M. (2013). Developing reading comprehension among students with
McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all
students. Pearson.
Montgomery, A. P., Hayward, D. V., Dunn, W., Carbonaro, M., & Amrhein, C. G. (2015). Blending for
student engagement: Lessons learned for MOOCs and beyond. Australasian Journal of
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage
millennial students through active learning. Journal of Family and Consumer Sciences,
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105(2), 44.
Rose, D. H., Gravel, J. W., & Gordon, D. T. (2013). Universal design for learning. The SAGE