102084 Inclusive Education - Theory Policy and

Practice,

Assignment 21H 2018

Ryan Hamilton 91641872

Western Sydney University

“Dyspraxia in the modern classroom.”

Student Profile - Dyspraxia

Mai is a year 7 student who has recently been transferred into this science class
through a change of stream. Mai’s assessment at the beginning of the year found her reading
and writing skills were at an early Stage 3 level and her numeracy is at a level 2 and she is
currently receiving learning support through all her subjects. Mai is one of the 6% of NSW
public school children who have been medically assessed with Dyspraxia (Model Farm High
School, 2018). Dyspraxia is a medical condition where children have difficulties with co-
ordination skills, physical or purposeful movement and normal gestures with a level of age
appropriate accuracy (Stansell, 2007). This condition is classified as a developmental
coordination disorder (DCD), similar to other specific learning difficulties (SpLDs) including
dyslexia, dyscalculia and dysgraphia (Walker, Shaw, Price, Reed, Anderson, 2018). Dyspraxia
can impact a child’s learning across a range of intellectual abilities. Students with Dyspraxia
tend to be labelled with a stigma of being uncoordinated. Dyspraxia will impact Mia every day
but differently day to day. Some days she will have social or emotional difficulties while other
days will be impacted with more motor skills, physical coordination, or speech.
Classroom environment
As a teacher we need to be aware of Mai’s needs and watch for the ques in her learning
that she is not feeling comfortable within her environment. Firstly, Mai has difficulty with
planning her work, following instructions, and how to do it in a constructive and timely manner,
especially when working independently, and is exacerbated in group situations. When Mai
finds herself under pressure and overwhelmed, she expresses this through anger and this
impacts the people around her, especially those in the class that do not understand her
medical needs.

Strengths
We need to plan and implement our teaching to target the strengths of the students
like Mia and work toward allowing her to reach her full potential. Mia’s strengths include a
powerful imagination which is translated into a creative and artistic student (Roy, Dock, 2014).
She is determination, loyal and very hard working when she is within a classroom environment
where she feels safe. Finally, her empathy towards other is valued by fellow students once
they have acquired her trust. By working with Mai to strengthen her weaknesses, she is likely
to excel within her science subjects. (Brooks 2007; Colley 2006). Research has shown that
students like Mia will work better within the classroom as individuals rather than in group work.
Mia has difficulty keeping up with other group members and her insecurity often results in
much of her participation being overlooked by the group. By providing additional support
during these activities through a peer mentors and School Learning Support Officers (SLSOs)
we can ensure that Mia is not ‘lost’ within the group dynamic (Steffensky, Gold, Holdynski,
Möller, 2015).

Classroom Management
With Mia, we need to create time within the lesson for her to ‘practice’ and develop her
scientific skills. By breaking down the content into small manageable sizes we can create
opportunities for Mia to practice through scientific experiments and give her a deeper
understanding of the content while given her a sensory understanding (Rosebery, Warren, &
Tucker-Raymond, 2016). When we provide Mia and the class with instructions with a written
and graphic element, there is a greater understanding of the learning material which creates
time within the lesson for engage students into a deeper understanding of the material.

Mia has difficulties with her concentration within the class room environment. To make
adjustments for this we need to look how we scaffold the classes learning throughout the
lesson, ensuring we ‘build’ on their previous knowledge, as we increase the difficulty of the
learning material. Assessment ‘of’ and ‘for’ learning will give us the indicators we need as
teachers to speed up or slow down the content to keep all students engaged. Over time, Mia
has shown signs of fear of failure and this in turn has caused her to resort to avoidance
behaviours. By support Mia through changes to routine and with new tasks we can reduce her
anxiety in class and assist her to become resilient and more accepting to change.

UDL
Universal Design for Learning (UDL) is a learning strategy that is orientated to meeting
the needs of the student and desired learning outcomes, and not just the curriculum content.
Kavanagh Webb, Hoover, (2015) stated the everyone learns differently, and Understanding
Design for Learning helps ensure that success of all student. UDL uses three principles,
Multiple Means of Representation, Multiple Means of Action and Expression and Multiple
Means of Engagement (Al-Azawei, Parslow, & Lundqvist, 2017).

Multiple Means of Representation or multiple ways of providing information (Kavanagh

Webb, Hoover, 2015). Unlike other more theory-based subjects, we have the advantage in
science to use practicals and experiments to deepen our scientific understanding of the
knowledge. Mia needs to be assessed and her learning should be structured to address the
cognitive dimension, through the elements of Contemporary learning theory. This cognitive
dimension refers to the thinking processes and sets of behaviours expected of students as
they engage with the learning content. It consists of teaching Mia to ‘knowing the knowledge;
applying the knowledge; and applying the knowledge through conceptual understanding to
solve problems’ (Suviste, Palu, Kikas, & Kiuru, 2017). These are the skills needed for Mia to
develop scientific literacy. Husty and Jackson (2008) emphasise the need to use a variety of
senses, such as sight, touch and smell to enable students, like Mia, to achieve a deeper
understanding of her learning. This is scheme-oriented education and is based on the
construction of different schemes that interlink, through use of the different senses, to combine
and form a dynamic network of Mia’s understanding of the content. To facilitate this, Mia and
her class mates, would carry out various games-based learning activities, which encourage
the students to use their senses for problem solving and encourage collaborative learning.

Multiple Means of Action and Expression is presenting the learning through different
means and allowing all student to engage in the learning which best engages their learning
(Kavanagh Webb, Hoover, 2015). Pellerin (2013) stated that collaborative learning using
digital technologies can strengthen the class room culture, especially when supporting a
deeper understanding of new scientific content. Digital technologies give the student like Mia
the opportunity to apply multiple means of representation, and engagement, through the
framework of Universal Design Learning (UDL). In Mai’s case we provide opportunities to the
whole class to Assignments can be set for the whole class to be presented in an electronic
format. High performing students may wish to present their assessment through a self-
designed website, while other students like Mia may wish to present the assessment through
VideoScribe, or a media where they feel more comfortable and creative. How they present the
assignment is not what is important, but rather the content and the students understanding of
the topic (Fraile, Panadero, & Pardo, 2017). This give students like Mia the opportunity to
enjoy and be creative with their assignments.

Multiple Means of Engagement refers to the multiple ways of engaging with the
learning, through different media, ICT resources, group work, individual tasks, etc. (Kavanagh
Webb, Hoover, 2015). In Mai’s case we want to employ a multidimensional approach to her
learning which engages and motivates her (Martin, 2007). This is done under the umbrella of
protecting Mia and minimizing the risk associated with Dyspraxia which will improve her
learning outcomes. By assessing Mia’s motivation and engagement pre and post intervention,
through evidence-based assessments, we are able to assess the effectiveness and make the
necessary adjustments to further improve her engagement (Martin, 2008).

. The purpose of UDL is to allow students with or without disabilities to experience the
positive learning environment within schools by creating an inclusive environment for learning.
By applying the UDL framework to Mia’s class we are giving all students’ a sense of belonging
and encouraging communal, peer to peer learning. The inclusive nature of UBL creates a
positive behaviour support environment, it creates a dynamic environment to maximize the
engagement of all students in the lesson through providing different tasks, multiple means of
representation and expression, routine, expectations and feedback. (Shogren, Gross, Forber-
Pratt, Francis, Satter, et.al., 2015).

Adjustments
Physical – Within a classroom setting, Mai has shown at times that she has difficulty in group
situations, working productivity and contributing to her fellow class members. Her physical
needs require her to have space within the classroom for her walking frame when required.
This requires the classroom to be more open to allow access to all areas, so she can move
around in a safe, unrestricted manner. This can be difficult in a science laboratory as the
design and construction under the Australia Standards ASNZS 2982_2010 Laboratory design
and construction (ASNZS, 2010). The requirements within these standards are not and can
make it difficult for students like Mia to practically participate within the laboratory experiment
within the laboratory. The introduction of a adjustable height laboratory bench improves Mia’s
access to her experimental work while meeting the requirements of the Australia Standards
ASNZS 2982_2010.
Cognitive – Variety of Pedagogical approaches – Holistic approach, Scaffolded worksheets,
visual diagrams, use of consistent icons, Lesson schedules/advanced organisers. It is
important to note that cognitive engagement by Mia within the lesson does not relate directly
to the improvements of a students’ academic outcomes, but rather it creates the optimum
environment where a student could attain this achievement (Bircan, Sungur, 2016). Mia’s
ability to process information throughout the lesson will be slower than most other students
and allowing additional time to complete tasks is important in order to have a positive impact
on Mia’s learning.
Creating a positive learning environment, we minimise the anxiety and stress which
Mia could be subject too. By knowing Mia’s behaviour ques, we learn to recognise when she
is experiencing the early signs of discomfort and we are able to adjust her environment, so
she feels more comfortable and safe. UDL provides Mia with the mechanism to develop a
learn plan which will document the strategies which best address her learning needs. This
includes how and when the SLSO is employed, how best to present learning to her, her social
and group work needs, the environmental needs of the classroom.

Sensory – The environment in which students learn need to be a positive one to ensure
engagement. The temperature of the room along with the lighting, smells and noise all need
to be considered to create a comfortable learning space. Audio and/or subtitles need to be
heard and seen, especially when using ICT, videos our other visual aids. In Mia’s case
additional time is provided to copy from a board at the front of the classroom, and a summary
is provided for the times she is unable to complete the work to ensure she has everything
before leaving the classroom.

If Mia does not feel safe, it is important that we intervene quickly before she feels she
is unable to handle her emotions, allow her time to leave the class room until she is
feeling better. By knowing Mia’s behaviour ques, we can intervene before she needs to ask
for assistance. Giving Mia feedback, especially positive feedback, helps us to manage her
dyspraxia better. In the long term it will develop the socio-emotional skills that Mia needs to
manage her learning, her social interactions, while improving her judgment.

Social/Emotional – Student engagement within the class room needs to be understood as a

multidimensional construct, where the students cognitive learning and social behavioural,
forming the interact dynamics of the classroom (Wang, Fredricks, Yea. Hofkensa, Schall-
Linna, 2016). Preparation from the teacher before the lesson is complemented with the
teacher’s knowledge of the students and his creates an environment of predictability which
reduces anxiety in the students. All schools have learning support staff then these valuable
 members need to be integrated within the lesson and not just be seen as ‘babysitters’. Group
work need to arrange so that students within the group complement each other, providing
support and encouragement to each other. This can be re-enforced through seating
arrangements, based on the students learning needs and not just their social groups.

Lesson Plan

Colour key:

Multiple means of representation

Multiple means of expression

Multiple means of engagement

Lesson Script
Pre-lesson – This lesson requires the removal of several tables and chairs before the lesson to open
the learning space and allow students to move around the room more freely.

Introduction:
Time Teacher Activity Student Activity Resources
10 In this lesson students will learn about a type of rock Students to listen to Power Point and
mins known as sedimentary. introduction and hand-outs.
provide feedback to Additional
Inquiry Questions – their previous handouts are
1. What are the three kinds of sedimentary knowledge of available to those
rocks? Igneous and students with
2. How is each kind formed? metamorphic rocks. visual
Students asked impartments.
about their previous
knowledge of
sedimentary rocks.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10 Introduction to sedimentary rocks Student take Video – How
min notes from the Uluru was formed
Sedimentary rocks are everywhere. They cover most of board. SLSO to Youtube – (3
the land and even the bottom of the ocean. Explain why? assist within the mins)
class
Grand Canyon – Sandstone, Arizona, USA
White Cliff of Dover – Limestone, United Kingdom Student watch the
Blue Mountains (Sydney Sandstone) – Sydney Australia video on Uluru

Uluru (known as Ayers Rock is an enormous sedimentary

rock found in the Northern Territory
10 min
There are three types of sedimentary rocks Students take Video – How
down notes from sedimentary rocks
 Clastic the board (power are formed
 Organic point
 Cystalline presentation) YouTube – (3 mins)

Each type forms in a different way. Uluru is an example of

a clastic sedimentary rock.

Clastic sedimentary rocks are made up of sediment.

Sediment is a collective term for the weathered and
eroded remains of pre-existing rocks Students to
handle and
describe the
When sediments are carried into the ocean, they form different (four)
horizontal layer on the sea floor. Thy can build up over forms of
thousands or even millions of years sedimentary rock

Over geological time, this piling sediment applies pressure

to the sediments below it in the pile. This pressure
squeezes water out of the sediments and compact it in the
pile. This pressure squeezers water out of the sediment
and compacts them to make harder substances

As water is squeezed out of the sediments, new

compounds can seep into them and stick the
sediment particles together. This process is called Students take
cementing. notes on how
sedimentary
rocks are formed

10 Students investigate different types of Sedimentary rocks Students, in small Four different types of
mins and describe the differences between them. Students groups, to sedimentary rocks
handle rocks and describe the grain, texture and feel investigate
of the rock while they describe through writing, different types of
drawing what they are experiencing. Sedimentary
rocks and
describe the
differences
between them.
Students are to
feel the
differences
between the
different
sedimentary
rocks, then write,
 draw, take
pictures of the
different types of
sedimentary
rocks noting what
is the same and
what is different
between them
10
mins Natural cements harden to form minerals such as gypsum Students take
or calcite. Gypsum is the key ingredient in Plaster of notes, pictures
Paris, and calcite is used by many sea creatures to build and photos of the
their shells. different
sedimentary
After sediment have been compacted and cemented over rocks. Summary
huge stretches of time, they become hard sedimentary handouts are
rocks! available for
students at the
Common clastic sedimentary rocks include sandstone, end of this
mudstone, conglomerate and breccia. session to ensure
they have all the
required
knowledge from
this lesson in an
easy and format
handout.

Natural cements harden to form minerals such as

Gypsum or calcite. Gypsum is the key ingredient in
Plaster of Paris, and calcite is used by many sea
creatures to build their shell

Sandstone and mudstone are made from compacted sand

and mud respectively

Conglomerate and breccia are made from larger particles

such as river gravel. The difference between these rocks
is that in conglomerate, the large particles are nice and
round. In breccia, they are rough and angular

Time
5 Review lessons – Informal assessment of student’s Question &
mins knowledge of sedimentary rocks, how they are Answers
formed, types of sedimentary rocks.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students understand Teacher observations, informal assessments of students’ knowledge
what sedimentary rocks of sedimentary rock.
are, how they are
formed, types of
sedimentary rocks.
Reflection:
What have I learned about
teaching and learning
processes when preparing this
lesson?
It is a good set of lessons for differentiation as the level and depth of study
can be tailored to the students need, but at the same time it is easy to
introduce too much information and the principle learning outcomes can be
lost. Rotating between the different activities in 10-15 min time allotments
kept the students engaged. Advice – Keep it simple and expand of the
context when the opportunity arises, this includes keep the students on task
and within the time constraints.
References

Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). The Effect of Universal Design for
Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model.
International Review of Research in Open & Distance Learning, 18(6), 54-87.
Bircan, H., & Sungur, S. (2016). The role of motivation and cognitive engagement in science
achievement. Science Education International, 27(4), 509-529.
Brooks, G. (2007), Dyspraxia, 2nd ed., London: Continuum.
Colley, M. (2006), Living with Dyspraxia, London: Jessica Kingsley Publishers.
Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-
regulated learning, self-efficacy and performance of establishing assessment criteria
with students. Studies in Educational Evaluation, 5369-76.
doi:10.1016/j.stueduc.2017.03.003
Hall, A., & Miro, D. (2016). A Study of Student Engagement in Project-Based Learning
Across Multiple Approaches to STEM Education Programs. School Science &
Mathematics, 116(6), 310-319. doi:10.1111/ssm.12182
Kavanagh Webb, K., & Hoover, J. (2015). Universal Design for Learning (UDL) in the
Academic Library: A Methodology for Mapping Multiple Means of Representation in
Library Tutorials. College & Research Libraries, 76(4), 537-553.
doi:10.5860/crl.76.4.537
Shogren, K. A., Gross, J. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., Blue-Banning,
M., & Hill, C. (2015). The Perspectives of Students with and Without Disabilities on
Inclusive Schools. Research & Practice for Persons with Severe Disabilities, 40(4),
243-260. doi:10.1177/1540796915583493
Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL
in the Middle School Science Classroom: Can Video Games and Alternative Text
Heighten Engagement and Learning for Students with Learning Disabilities? Learning
Disability Quarterly, 37(2), 87-99. doi:10.1177/0731948713503963
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a
multidimensional intervention. Contemporary Educational Psychology, 33(2), 239-269.
doi: 10.1016/j.cedpsych.2006.11.003
Model Farms High School (2018) Dyspraxia – Profile. Teaching for Inclusion -
http://web1.modelfarms-h.schools.nsw.edu.au/disabilities.php?page=dyspraxia
Viewed 27/05/2018.
Nixon, R. S., Wimmer, J. J., & Smith, L. K. (2015). Teaching Multiple Modes of
Representation in Middle-School Science Classrooms: Impact on Student Learning
and Multimodal Use. School Science & Mathematics, 115(4), 186-199.
doi:10.1111/ssm.12119
Pellerin, M. (2013). E-inclusion in Early French Immersion Classrooms: Using Digital
Technologies to Support Inclusive Practices That Meet the Needs of All Learners.
Canadian Journal of Education, 36(1), 44-70.
Rosebery, A. S., Warren, B., & Tucker-Raymond, E. (2016). Developing interpretive power in
science teaching. Journal of Research in Science Teaching, 53(10), 1571-1600.
doi:10.1002/tea.21267
Roy, D., & Dock, C. (2014). Dyspraxia, drama and masks: Applying the school curriculum as
therapy. Journal of Applied Arts & Health, 5(3), 369-375.
Stansell, D. J. (2007). Giving a Face to a Hidden Disorder: The Impact of Dyspraxia.
Teaching Exceptional Children Plus, 4(1), 2-8.
Steffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional Vision of
Classroom Management and Learning Support in Science Classrooms-Does
Professional Vision Differ Across General and Content-Specific Classroom
Interactions? International Journal of Science & Mathematics Education, 13(2), 351-
368. doi:10.1007/s10763-014-9607-0
Sunyono, Yuanita, L., & Ibrahim, M. (2015). Supporting Students in Learning with Multiple
Representation to Improve Student Mental Models on Atomic Structure Concepts.
Science Education International, 26(2), 104-125.
Suviste, R., Palu, A., Kikas, E., & Kiuru, N. (2017). The role of teacher-related factors in
mathematics skills between children attending Estonian-speaking and Russian-
speaking schools. European Journal of Psychology of Education - EJPE (Springer
Science & Business Media B.V.), 32(3), 501-520. doi:10.1007/s10212-016-0305-x
Walker, E., Shaw, S., Price, J., Reed, M., Anderson J. (2017). Dyspraxia in clinical
education: a review. The Clinical Teacher, 15: 98–103. https://doi-
org.ezproxy.uws.edu.au/10.1111/tct.12734
Wang, M., Fredricks, J., Yea. F., Hofkensa, T., Schall-Linna, J. (2016). The Math and
Science Engagement Scales: Scale development, validation, and psychometric
properties. Learning and Instruction, Vol 43, pg 16-26