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Assignment 2: Case Study

Part 1:
According to the NSW Government, Education and Communities (2012) approximately

90,000 (12%) of Australia’s school population, have a disability and/or additional needs

related to difficulties in learning or behaviour. Due to the changing nature of students with

additional learning needs and the large number of students who fall short of the departments

criteria for its targeted specialist services (55,000), many teachers are needing to adapt their

pedagogy in terms of teaching style and the process of delivering course content to suit

individual student needs. This case study will identify and analyse the strengths and areas of

additional need in a student with mild autism (autism spectrum disorder, ASD) and ADHD

(attention deficit hyperactivity disorder) taught in my professional practice block. Using

current literature and the universal design for learning framework, approaches to classroom

environment and management will be justified and explained in preparing a lesson plan

suited for this individual.

Walter is 13 years old and in year seven of high school. He has been diagnosed with both

mild autism and attention deficit hyperactivity disorder. In 2015, there were approximately

83,700 young people between the ages of 5 – 20, with autism, living in households and

attending school. As stated by Autism Spectrum Australia (2018), Autism is characterised by

difficulties in verbal and non-verbal communication, social interaction, repetitive or restricted

behaviours and interests. Furthermore, Koegal et al (2011) stated that students with ASD are

likely to struggle with communication skills and the ability to develop social relationships

with other students and teachers. Similarly, the characteristics of ADHD includes difficulties

with staying focused, avoiding distraction, being impulsive or repetitive and managing

emotions (ADHD Australia, 2017).

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It is very difficult to determine the prevalence of ADHD within Australia, however, one such

study (National Health and Medical Research Council, 2005) has undertaken a literature

review to determine that 2.3 to 6 percent of the Australian population have characteristics of

ADHD. Studies concluded that incidence is higher for boys than girls and boys seemed to

score higher in amounts of disruptive behaviour and hyperactivity (Lynskey & Fergusson,

1995). Co-occurring ASD and ADHD in individuals vary. Studies have shown that

individuals with ASD generally have symptoms of ADHD (Green, et al, 2016). Where one

study has indicated that children with autism also have clinical characteristics of ADHD, at,

as low as 14% (Stevens, Peng & Barnard-Brak, 2016), while other reports have indicated the

percentage to be as high as 85% (Panagiotidi, Overton & Stafford, 2017). According to the

allocated support officer at the school, Walter is deemed as having “mild autism” while

expressing the majority of symptoms accredited to ADHD.

In order to effectively adapt teaching methods to suit individuals, Boyd et al (2007)

emphasises the importance of understanding both the strengths/talents and deficits associated

with ASD. As described above Walter displays many signs of each of these behavioural

issues. There is, however, many strengths that Walter has displayed throughout his classes in

both practical and theory lessons (PD/H/PE). Similar to the case study by Lanou, Hough &

Powell (2011), Walter displays attention to detail, computer skills, creativity and having the

ability to focus on areas of interest. Theory lessons can be somewhat difficult for Walter due

to his hyperactivity, however, when given a goal to reach or short-term instruction he excels

in his work until that short-term task is finished. When working one on one with a support

teacher or mentor student, Walter also maintains focus until the task is completed. Walter

responds well to small sided games and team-based games/activities as he is not distracted by

the whole class.

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In practical classes he participates to his full ability and offers to help with setting up

equipment if the sport/activity is a favourite of his. In one particular javelin practical lesson,

Walter gave advice and helped other students around him by showing them the correct

technique of how to throw the javelin. This indicated that if Walter had a passion for the

lesson topic he is willing to exceed expectation. Long periods of explanation or transitions

from one activity to another is where Walter seems to struggle. If not given a task quickly he

will become distracted or start distracting student’s around him. Due to the nature of the

school Walter has a deep understanding of ICT and Microsoft word. This may be useful at

times; however, he struggles with basic reading and hand writing skills. Often, Walter will

display outbursts of emotion and will repeat words or actions (one particular lesson he

repeated the word kahoot in different ways and levels of sound). In order to adequately

satisfy and adapt a lesson plan to suit the needs of Walter, one must consider the universal

design for learning (UDL).

There are many theories, paradigms and models considered for the optimum learning

environment including design-based, constructivism, cognitivism, self-determination theory,

positive behaviour for learning and growth mindset theory. One of the most highly regarded

of these models is the universal design for learning, which has three principle concepts

including providing multiple means of presentation, action/expression and engagement. Like

many theories and designs, UDL aims to create a learning environment that promotes

education for all students regarding ability or disability. The origin of UDL traces back to the

foundations of Universal Design (UD) created in the 1990’s whereby “the design of products

and environments are to be usable by all people, to the greatest extent possible, without the

need for adaptation or specialized design” (Centre for Applied Special Technology, 2011).

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The overarching goal of this design is to promote an inclusive classroom which is the equity

in participation and access for all individual learning needs of all students (Save the Children

Program, 2016). Due to the numerous studies (Clarkson & Coleman, 2015, Kumar &

Wideman, 2014) attributing the main purpose of UDL as specifically targeting individuals

with a disability, it should be noted that it also promotes all learners in a classroom setting

across its three principles (Rose & Meyer, 2002).

When implementing multiple means of representation, the educator must look at presenting

or representing learning materials in various ways to engage and target multiple senses

(National centre on universal design for learning, 2014). In essence, this means that the same

concept or learning point can be delivered in multiple ways. This allows students to self-

regulate the way they learn through experiential ideas and conceptual influences

(Willingham, Hughes & Dobolyi, 2015). Essentially, one must understand that there are

multiple facets to displaying information and that not one alone can be optimal for all

learners. Within this principle there are three main guidelines educators can follow when

implementing multiple means of representation. These include perception (through exploring

all senses such as sight, touch and hearing), language and symbols (decoding of text,

symbols, structure through multiple media) and comprehension (generate new understanding

and construct meaning) (National centre on universal design for learning, 2014).

In adjusting the lesson plan multiple means of representation is used through the various

forms of activities including class discussions, debates, research tasks, multimedia video and

terminology quiz. The original lesson plan was one dimensional and primarily teacher

centred. The adjusted activities are not only aimed at displaying information in different

forms but to also focus on enquiry-based teaching and learning whereby the students become

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the facilitators of their own learning and therefore, are more likely to retain the knowledge

rather than just establishing facts (Preston, Harvie & Wallace, 2015). The information is

presented to the students in various ways, this lesson plan also allows the students to choose

which way they would like to record the information (written or typed). Given Walter’s

passion for computing this would benefit him as he can sufficiently record this information in

a timely manner. The last terminology activity/quiz allows Walter and his fellow peers to

meet the checkpoint 2.1 (clarify vocabulary and symbols) under the National centre on

universal design for learning (2014) which will clarify any terms not understood during the

lesson in an active manner (see lesson plan below).

Multiple means of expression can be described as the vessel in which students may express

what they know about a particular topic/idea. This involves physical action (use different

tools and materials), expression/communication (share ideas through those tools) and

executive functions (goal setting) (National centre on universal design for learning, 2014).

Davies, Schelly & Spooner (2012) found that this can work to students’ strengths as some,

including Walter, may find it socially difficult to display their meaning and ideas. This can be

found in the adjusted lesson plan in activity four (debate), where students are provided with

the option to either express their idea to the group first and have someone who is confident to

talk for them, or can go to the teacher’s device and type in their point, which will be

displayed on the projected whiteboard. This can be beneficial for students like Walter as

expressing his ideas socially and in an interactive way can be a very difficult task, as shown

with other students with ASD and ADHD (Koegal et al, 2011). Additionally, the concluding

activity (quiz) allows students to express their true or false answer in a physical manner by

either standing or sitting. This covers guideline number four (physical action) as students are

physically expressing their answer. Lynskey & Fergusson (1995) found that this can benefit

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all students, including Walter, in satisfying the need to move and expand energy (also known

as hyperactivity which is a commonality in students with ADHD).

The third component of UDL is multiple means of engagement which, according to the

National centre on universal design for learning (2014), is “a crucial element to learning, as

learners differ markedly in the ways in which they can be engaged or motivated to learn”. As

with the other various components of UDL there is not just one method of engagement which

can suit all learners, rather, multiple means of engagement should be utilised. Factors relating

to this component include sources that may influence student’s motivation levels such as

background knowledge, interest in culture and personal relevance. The guidelines for this

component of the UDL include recruiting interest (initiating excitement and curiosity),

sustaining effort/persistence (achieving goals) and self-regulation (intrinsic motivation)

(National centre on universal design for learning, 2014).

Multiple means of engagement are utilised throughout the lesson plan in giving students the

choice over how they would like to present and receive their information. Meenakshi (2013)

has stated that there is becoming more and more schools which are ICT oriented, allowing

students the choice over many of their learning platforms, creating more opportunities for

distance education, a positive culture and catering for multiple types of learners in the

classroom. Walter and many other students in the class have a great interest in ICT devices,

therefore focusing on their passion creating higher motivation levels. The choice of working

with a partner or in a group further establishes this sense of creating multiple means of

engagement.
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Part 2: Lesson Plan
Colour key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement
Word count for highlighted lesson plan is: 170
Time Teaching and learning actions
0-5 Teacher acknowledges the land and people past and present
while a YouTube video plays on the overhead
projector/interactive whiteboard to gather students’
attention and introduces the lessons topic -
https://www.youtube.com/watch?v=V06upKOrrNs . While
this is being played the teacher marks the role.
5 - 20 Utilising the YouTube video just played (on interactive
whiteboard) students will search it up on their iPad/ICT and
answer a set of questions in groups of four or by yourselves.
Students will then be able to pause and rewind the video
when needed. Record information on ICT device or in your
notebook. Questions will include (Some of these questions
are asked in the video clip):
 What are the main types of media used for
advertising?
 Think back to the last food or drink-based
advertisement you viewed (group work can be
based off one students response or all), what was
that advertisement? How did that make you feel?
And what drew you to that advertisement
particularly?
Extension activity for gifted learners:
 Create a poster advertisement of your chosen food
to sell to the class.
Students will be given the choice (in their groups) to present
their answers via a PowerPoint presentation (utilising iPad),
interview, debate or mind map.
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Organisation Centred
T/S
Teacher: Acknowledges land and takes the role. T
Student: Takes their seats while listening for their
name called out for the role and watching the
YouTube clip.
Teacher positioning: At the front of the classroom
while taking the role.
Resources: Laptop, YouTube clip
https://www.youtube.com/watch?v=V06upKOrrNs
, projector/interactive whiteboard and role.
Teacher: Explains the activity to the class. If S
students do not understand the activity, examples
will be provided. Teacher will answer any
questions asked by students. Teacher will then
divide students into groups of four.
Student: Listens to the explanation given by the
teacher and then asks questions if not too sure.
Using their iPad students will search up the
YouTube video and then will work in the group to
complete the activity.
Teacher positioning: While explaining the activity
stand at the front of the class and then go around
tables to provide support for students and answer
questions if needed.
Resources: IPad and workbooks (for students).

20 - Students present group work to the class – approximately
30 two mins each group.
30 - Students choose which side they would like to debate for
40 (preferably half the class for one and then half for the other).
Debate question: Has health care and the access to it
improved from when your grandparents were teenagers until
now? Discuss your findings with the class. Each group will
have a turn to discuss their evidence for the chosen side.
Each group will have a scribe who will briefly write their
points on the whiteboard or in a shared blog where everyone
has access to (while discussing them). After the activity
students will write these points in their work books or IPad.
Students can either express their idea to the group first and
have someone who is confident to talk for them or can go to
the teacher’s device and type in their point.
40 - Working with a partner student’s will compare and contrast
50 two current health campaigns. Assess the accuracy and
reliability of information presented in each campaign.
Students will create a heading in their workbook/IPad and
write the question and their answers.
Extension activity for gifted learners: Working with a partner,
research the following common health myths and discuss
where and how these myths originated:
 Gum that is swallowed takes seven years to digest.
 Cold weather makes you sick.
 Wet hair increases your risk of catching a cold.
50 - Along with the class students will complete a kahoot
60 true/false quiz for summary and terminology practice. The
kahoot quiz will also be set up on the interactive whiteboard.
Examples of questions include True or False:
 Barrier – a deception deliberately practiced in order
to secure unfair or unlawful gain, cheat, trick
(False).
 Barrier – Something that obstructs or impedes a
boundary limit. Something that separates or holds
apart (True).
Alternate if students still have plenty of energy: ask students
to either stand up (true) or sit-down (for false).
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Teacher: Listens and takes notes in regards to each S
presentation.
Student: Students present group work to the class.
Teacher Positioning: Either at the front to the side
at the teacher desk or at the back of the classroom
so as to not distract the group presenting.
Resources: IPad and workbooks (for students).
Teacher: Explains task to students and answers any S
questions in regards to the task.
Student: Choses a side for debate and then works
in their groups to research and come up with
findings to support their claims.
Teacher Positioning: At the front of the class for
explanation and then drifts from one group to
another monitoring students work and answers
any questions.
Resources: White board and markers, students use
their iPad.
Teacher: Explains task to students and answers any S
questions regarding the task.
Student: Work with a partner sitting at the same
table to complete the activity.
Teacher Positioning: Explain task at the front of
the class and then go around each table
monitoring student’s work or answer any
questions related to the task.
Resources: Students use IPads for the activity and
then write answers into their workbooks.
Teacher: Assembles Kahoot quiz and writes the T/S
link/password on the board.
Student: Clicks the link to the Kahoot quiz and
answers the questions along with the class.
Teacher Positioning: At the front of the classroom.
Resources: Interactive whiteboard connected to
laptop using the Kahoot quiz website. Students use
IPads to answer questions.
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References

ADHD Australia. (2017). What is ADHD? Retrieved from https://www.adhdaustralia.org.au/about-

adhd/what-is-attention-deficit-hyperactivity-disorder-adhd/

Autism Spectrum Australia. (2018). What is autism. Retrieved from

https://www.autismspectrum.org.au/content/about-autism-spectrum

Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of
circumscribed interests on the social behaviours of children with autism spectrum disorders.
Journal of Autism and Developmental Disorders, 37, 1550–1561.

Centre for Applied Special Technology. (2011). What is universal design for learning? (Web Page).
Wakefield, MA: CAST. Retrieved from http://www.cast.org/udl/index.html

Clarkson, P., & Coleman, R. (2015). History of inclusive design in the UK. Applied Ergonomics, 46,
235–247. doi:10.1016/j.apergo.2013.03.002

Davies, P. L., Schelly, C. L., & Spooner, C. L. (2012). Measuring the effectiveness of universal
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Green, J. L., Sciberras, E., Anderson, V., Efron, D., & Rinehart, N. (2016). Association between
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National centre on universal design for learning. (2014). UDL guidelines - version 2.0: Principle I.
provide multiple means of representation. Retrieved from
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National Health and Medical Research Council. (2005). Attention deficit hyperactivity disorder
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NSW Government, Education and Communities. (2012). Every student, every school: Leaning and
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bd87-ffea7e3fd1d8/1/ESES%20-%20Learning%20%26%20Support.pdf

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