Assessment 2 Nahida Fahel 17434137

102084 Inclusive Education Theory, Policy & Practice

Inclusive Education: Universal Design for Learning

Part 1: Case Study and Universal Design for Learning

Damien Porter, a fifteen-year-old student in Year 10, has been diagnosed with Down
Syndrome (DS) and a mild speech delay. Newton, Puri and Marder (2015) explain that DS
is mostly caused by nondisjunction; an error in cell division that results in a person’s cells to
have forty-seven chromosomes instead of forty-six, and three, rather than two copies of the
number 21 chromosome. This extra genetic material causes modifications to systematic
bodily developments which impact the brain, body and physical characteristics resulting in
delayed intellectual, physical and language developments (Zimpel, 2016). Eggers and Van
Eerdenbrugh (2017) describe speech as the oral production of language and its delay in
individuals with DS has been associated with hearing and phonological difficulties, weak
auditory processing and physiological and anatomical disparities (McLaughlin, 2011).
According to Faragher and Clarke (2014), children with DS in schools benefit from the
same attention, care, community life inclusion and quality home and schooling education that
help nurture every other student. Such strong support systems help them accomplish goals;
thus, integrating students with DS into mainstream schooling has increased to offer them
more opportunities than ever before (Hughes, Banks & Terras, 2013). Offering appropriate
educational attention is found by Foreman and Arthur-Kelly (2017) to begin with identifying
their learning strengths and learning needs so that teachers can devise lesson plans
accordingly and implement strategies that can help them achieve learning outcomes. As for
Damien, his strengths include writing and reading using a computer. Damien best expresses
his knowledge using the dictionary and thesaurus applications on his computer better than he
does when writing on paper without these resources. Although he demonstrates fast and thus,
stronger fine motor skills in hand writing than the typical individual with DS (Faragher &
Clarke, 2014), Damien types faster than he writes and thus, works more efficiently when
using a computer. Damien excels in reading when it is from the computer screen as he can
adjust fonts, font sizes and text colours to help him see the information clearer than he does
on paper. He is also a talented drawer who displays increased enthusiasm, engagement and
enjoyment towards the creative arts which is shown through his preference to create and
colour images and diagrams to help him understand classroom concepts. Both his exceled
reading and drawing result from his visual learning style due to the strong visual memory
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102084 Inclusive Education Theory, Policy & Practice
skills and visual processing individuals with DS tend to have (Faragher & Clarke, 2014). As
typically displayed in students with DS and speech delays, Damien works well alone, and in
one-on-one or small group instruction when his communication with others is limited
(McLaughlin, 2011). Although, the conscious challenge of talking has restricted his learning,
leading him to shy away from classroom discussions and larger group work activities. He
shows signs of anxiousness and being uncomfortable when speaking in these situations;
emotions distinctively associated with speech difficulties (Eggers & Van Eerdenbrugh,
2017). Damien can also be inattentive at times which Newton, Puri and Marder (2015)
verify is due to students with DS having shorter concentration and attention spans
compared to typically developing students. Consequently, he is easily distracted, has
difficulty in multi-tasking and can only focus on one task at a time which can be associated
to the impact of DS weakening his auditory processing and short-term auditory memory
making processing, accessing, understanding and retaining of orally presented information
difficult (Faragher, Clarke & Barbara, 2014; Zimple, 2016). As a result, terminology and
grammar are areas of difficulty for Damien which have limited his vocabulary and weakened
his syntax causing extended durations of formulating sentences when writing.
One prospective method by which teachers can effectively plan lessons for inclusivity
of all students, irrespective of ability, and provide equitable learning opportunities, is through
instruction based on the Universal Design for Learning (UDL) (Rapp, 2015; Meyer, Rose &
Gordon, 2014). Rapp (2015) asserts, the UDL framework is an educational tool that
facilitates inclusion and promises achievement of learning outcomes by students with and
without disabilities as it focuses on every students’ learning needs within the classroom and
supports every learners’ variability without the need for adaptations for particular students.
This occurs by enabling the design of learning to be both iterative and proactive through its
three comprised principles which include integrating multiple means of representation of
information, multiple means of engagement and multiple means of action and expression of
understanding (Basham, Smith & Satter, 2016).
Multiple means of representation invites teachers to present classroom content
through a variety of options that students with a range of personal dispositions, traits and
learning strengths find comprehensible (Brand & Dalton, 2012). Spencer and Aguinaga
(2015) explain that every individual perceives and understands information differently,
therefore implementing this UDL principle is essential to enable all learners to create and
encode meaning of content and make connections within and between classroom concepts
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102084 Inclusive Education Theory, Policy & Practice
using their learning preferences, background knowledge and life experiences. Regarding
Damien, executing multiple means of representation can significantly enhance his intellectual
efficiencies to increase his rate and expression of learning by utilising his innate
competencies and processes (Smith & Lowrey, 2017). Chapman and Hesketh (2001) and
Bishop and Leonard (2014) inform that this increased cognitive understanding of concepts
can help improve the language development, short-term and auditory memory, storing and
processing of information, and expressive language of students with DS and speech delays,
consequently increasing their opportunities for educational success alongside students
without disabilities (Rapp, 2015).
The adjusted lesson plan achieves this UDL principle by providing students with
definitions of key health metalanguage like “macronutrient” and its types, a vocabulary sheet
of key words, their definitions and examples and a text-to-speech website to hear the
unknown correct pronunciation of words. This enables Damien and students with speech-
language difficulties, cognitive impairment, learning difficulties, Dyslexia and English as a
Second Language (ESL) develop their language skills and comprehend classroom content by
understanding fundamental concepts (Smith & Lowrey, 2017). This helps them better express
their knowledge in the written and spoken form which alleviates anxiety and improves their
confidence when speaking (Otto, 2014). Incorporating larger fonts and colour coding
information within the lesson applies UDL by assisting several learners (Novak, 2016); not
only those with vision difficulties like Damien who needs these methods to read well and
Dyslexia and speech-language impairments who find reading and talking difficult (Cornoldi
& Oakhill, 2013), Riding and Rayner (2013) assert they also assist visual learners that require
seeing information visually in order to process and solidify it in their minds, as well as
students with ESL, hearing impairments, Autism Spectrum Disorder and cognitive learning
disorders who require emphasis on key content elements, relationships and cues to draw their
attention to critical features for enhanced learning. Additional visual provisions of non-
abstract food products to see and touch like protein supplements, print out copies of content
with relevant images and diagrams and short annotated videos further support individuals
who lack comprehension skills, and students like Damien with cognitive difficulties and
auditory and visual sensory disorders which Gerson (2007) explains require hands-on
activities, captions, and at times, printed information over working with Information and
Communications Technology (ICT); an approach also benefiting learners that dislike
computers. For students who prefer using ICT or those with diverse intellectual challenges,
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102084 Inclusive Education Theory, Policy & Practice
learning disabilities, language difficulties, poor organisational skills and Damien’s slow
verbal processing, inattentiveness, and inability to multi-task, his computing strength was
utilised to enable students to learn efficiently through supporting their technological learning
needs and interests (Starcic & Bagon, 2014) by making lesson content and videos, like the
activity sheet and PowerPoint presentation, constantly re-accessible through online links.
Multiple means of action and expression of learning requires teachers to provide
students several ways to demonstrate their knowledge and understanding of content, and
methods by which students can approach learning tasks (Brand & Dalton, 2012). Hall, Meyer
and Rose (2012) elucidate that navigating a learning environment and expressing one’s
knowledge is diverse between learners due to individual learning difficulties, therefore
students approach each learning task very differently which demonstrates the need for this
principle. For individuals with intellectual and verbal challenges such as short attention spans
and speech delays like Damien, multiple means of expression for executive functions and
communication utilising their strengths are crucial to support their learning alongside
mainstream peers (Novak, 2016). In Damien’s case, this involves using multiple media for
communication and guiding appropriate goal-setting, facilitating management of information
and resources, and enhancing his capacity to monitor learning progress (Lieberman, 2017).
Providing Damien choice of numerous means of expression encourages autonomy by
facilitating varied learning strengths which effectively increases all students’ opportunity to
achieve the same outcomes (Novak, 2016).
This is accomplished within the adjusted lesson plan by offering all students,
irrespective of Damien’s needs, several varied options to demonstrate their mastery of topics
using their learning strengths (Vitelli, 2015). The introduction activity offers choice between
vocalizing, drawing and using ICT, and students are enabled to choose how they record their
knowledge and take notes throughout the lesson; either by means of typing, handwriting,
drawing images and diagrams, discussions with the teacher, listing key words, or writing
small paragraphs or explanations. Such variety in choice employs the UDL to give Damien
option between his strengths (Vitelli, 2015); for example, by providing ongoing computer
and drawing support for efficiency and comfortability over handwriting and speaking when
preferred, while giving his peers the equal learning opportunity to avoid learning challenges
that impede their own engagement in classroom activities which Lieberman (2017) justifies
improves learning.
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102084 Inclusive Education Theory, Policy & Practice
Multiple means of engagement entails teachers motivating and involving students in
their own learning to satisfy their affective needs by providing flexible and numerous choices
for participation (Brand & Dalton, 2012). Spencer and Aguinaga (2015) state that each
learners’ interests differ to attract their attention and engagement to learning, therefore no one
method of engagement is optimal for all students in every learning context. Through this
UDL principle, activities are made relevant to students’ lives and encourage self-reflection
and goal-setting (Vitelli, 2015). Offering freedom within activity choices, designing one’s
own product to display their understanding, collaboration with peers, effective and timely
feedback and check-lists are examples of alternative ways to recruit and maintain learner
interest by fostering self-regulated learning, assuring achievement of learning goals,
guidance, self-evaluation and emotional support (Brand & Dalton, 2012). For students with
learning difficulties like Damien, Spencer and Aguinaga (2015) found that providing equal
accessibility of several options that satisfy different intrinsic and extrinsic motivational
stimuli builds self-determination to sustain effort, persistence and self-regulation which
equalizes their learning opportunities amongst mainstream students. Such encouragement and
increased engagement to learn significantly minimises students’ disruptive behaviours while
improving achievement of curricular outcomes (Lieberman, 2017).
The adjusted lesson plan offers several choices in communicating and recording
information based on inter and intrapersonal learning differences like vocalising, drawing or
researching what was eaten for lunch and handwriting, drawing or typing learnt information
and responses. This helps teachers recruit students’ interests and cognitively engage them to
process information which increases their learning (Lieberman, 2017). Catering to Damien’s
needs by offering choice to either work and share information individually, in pairs or table
groups throughout the lesson builds self-regulation and self-determination in both students
with and without learning disabilities by fostering individual choice and autonomy, and
collaboration and communication which Novak (2016) asserts regulate students’ attention
and affect to sustain persistent effort for increased learning. Applying video annotations
extends the positive impact of ICT on students’ learning experiences (Buckingham, 2013) by
assisting Damien’s weak auditory processing while increasing all students’ enthusiasm
towards learning due to the rising popularity of digital videos as instructional media (Po-
Sheng, 2017). As such, the UDL is applied by using a varied instructional method to prompt
self-regulation and sufficiently support different students’ aptitudes to successfully manage
their own affect and engagement to learning (Novak, 2016).
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102084 Inclusive Education Theory, Policy and Practice
Part 2: Lesson Plan

COLOUR KEY:

Multiple means of representation

Multiple means of expression

Multiple means of engagement

Lesson Plan (Health & Physical Education)

02.00 pm-3.20 0
NAME: TIME: pm DATE:
Nutrition and Sports
ACTIVITY: CLASS / YEAR Yr 10

EQUIPMENT:

Key Idea
 Students consider the range of influences on their health associated with increasing freedom
of choice, critically examine information available about those choices, and devise personal and
community strategies based on them. [F] [In] [T] [KC1] [KC6]
Student learning Outcomes for the lesson:
Evidence of learning …. The students will
 Understand how much energy they require on a daily bases
 Understand the role of CHO, Fat and protein
 Food servings in the food pyramid

Essential learnings: Key Competencies Equity Perspectives

 Interdependence KC1: collecting, analysing, organising  Aboriginal & Torres Strait Islander
 Thinking KC2: communicating ideas and info  Multicultural
 Communication KC4: working with others in teams  Gender
KC6: solving problems  Socio economic
 Disabilities
 Rural and Isolated

Teacher Outcomes:
Teacher Will
 Give clear and concise instructions allowing the students to successfully participate in the
lesson.

 Make it a fun and exciting learning environment allowing all students to be actively engaged.

 Give constructive feedback to students, allowing them to progress at a particular skill (inform
them of what has been done correctly and what needs to improve).

 Answering any student questions

 Assessment 2
SPECIFIC LEARNING OUTCOMES
Engage in a class sharing activity
about their holidays
Introduction
Students will:
 Understand how much
energy they require on a
daily bases
 Understand the role of CHO,
Fat and protein
 Food servings in the food
pyramid
Nahida Fahel 17434137 102084 Inclusive Education Theory, Policy & Practice
Focus Shape
ACTIVITY (& Methods) TEACHING POINTS CLASS ORGANIZATION TIME
Introduction: Make sure students fill in
Students to recap what they
have learnt last week the first three rows of
Take the class role seats
Get students to share with a partner by either
vocalizing, drawing or showing online images
of what they ate for lunch and which
macronutrient it fits under.
Provide a:
- definition of ‘macronutrient’ and
each macronutrient on the board
using larger fonts and colours to
highlight key words. 5 mins
- text to speech website for
pronunciations of key words
students don’t know how to say.
Provide examples of what you had
and food products students can touch
and see so they know what to do.
Students take notes (type/handwrite/draw Move around the class area and
images) as the teacher goes through the ask students questions
content of the lesson. Students can list key (individually/in pairs/in table
words, draw diagrams or write small groups)
paragraphs and explanations.
Provide students with:
- printout copies of content information
with large text font and relevant
images/diagrams. Use larger fonts
and colours to highlight key
information.
- online links to this information and
the below videos they can read and
 Assessment 2 Nahida Fahel 17434137 102084 Inclusive Education Theory, Policy & Practice
view while taking notes to enable full
access to information they may miss.
- a vocabulary sheet of key words, their
definitions and examples to help them
comprehend content.
Development

o How much energy do we need on

a daily basis to keep healthy
 BMR
 Thermic affect
 Activity level
o Watch a short, annotated video on
30 mins
the role of CHO
 Simple and complex CHO
 What level of activity are
CHO used for fuel
o Glycemic Index (G.I.)
 Low G.I. and High G.I.
foods
o Role of fat
 Saturated fat, mono
unsaturated, poly
unsaturated and trans fatty
o The role of Protein
 Protein supplements
Provide students with protein
supplement products they can
touch and see as examples.
o Watch a short, annotated video on
the Healthy eating pyramid
 Daily servings of each
food type.
Closure

 Reflect on their daily intake of
food
Activity
 Provide each student with printed copy
and online link to an activity sheet
 Students can type/handwrite answers and
Move around the class to help
students with the activity
Provide specific feedback
10 mins
Assessment 2
 Engage in answering questions
by participating in the closure
session
Nahida Fahel 17434137
work individually, in pairs or in table
groups to answer the work sheet.
Closure:
 Revise what they have covered for today’s
lesson either in a:
- typed response using the link to an
online PowerPoint presentation all
students can access and edit
simultaneously.
- handwritten response in their
workbooks
- small group discussion with the
teacher
 Provide constructive feedback to students
about their level of engagement
 If activity sheet is not completed during
class it must be completed by the
following lesson.
102084 Inclusive Education Theory, Policy & Practice
Encouraging student input into
the answering
Revision:
What are macronutrients?
When should we consume low
G.I foods?
When do we mainly use CHO
as a source of fuel? 5 mins
When do we use fat as a source
of energy?
Great effort from everyone
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