Lesson Management

Table of Contents

PART 1 Universal Design for learning and case study....................................................................3

Various activities which can be used to avoid CP .................................................................5
PART 2 Lesson Plan........................................................................................................................7
REFERENCES................................................................................................................................9
PART 1 Universal Design for learning and case study
In the current scenario here is student whose name is Elizabeth and she is a student of
year 9 is fifteen-year-old. Later on, she is facing some major problem while studying process and
then diagnosed by doctor. As a results doctor says that she is suffering from cerebral Palsy which
is a most common disability from childhood. This affecting brain (cerebral) of a person and the
way of using muscles (palsy). Children who is suffering with cerebral palsy have problems in
muscles tone, which is affecting posture, balance as well ability of walking and moving. It is
affecting brain also through which individual is losing their ability to control muscles. Elizabeth
suffering from Cerebral palsy present their low academic achievements as well she finds problem
while accomplishing other activities as well (Cerebral palsy, 2018). Because of this issue she is
not able take participate in games and other physical activities as well with this brain also get
disturb and lose their control on muscles and nerves. As per the modern trend education system it
has been identified that number of things is getting changed that are used by teachers for
educating students. In response of this, for increasing education level teachers are creating lesson
plan which help each and every student in classroom to accomplish their optimal potential.
Strength of Elizabeth who is suffering from cerebral Palsy is that she also involves in technology
as well in free time love to play video games. Along with this they demonstrate this enthusiasm
by involving in classroom discussion, answering questions asked by teacher, by completing
project assigned which is complied with instruction of teachers (Kirton, 2017).
There are four types of Cerebral Palsy: first is, Spastic this is most common which is
founded in 80% of people this involves stiff muscles which is because of increased muscle tone,
it creates awkward movements. Along with this it also has three subtypes of spastic i.e., diparesis
(it affects mainly legs), hemiparesis (one side of body is affected only), quadriparesis (this affects
arms, legs, trunk and face). Second is Dyskinetic This kind of CP involves difficulty controlling
movement, especially in the arms, legs, feet, and hands because tone of muscle changes
frequently, from being too tight to be too loose. The face and tongue can be affected too, making
talking, swallowing, and sucking issues may arises. Third is Ataxic by this type of CP balance
and coordination get affected, student face difficulty in writing, walking or also in reaching
somewhere. Last or fourth is Mixed this involves symptoms of more than one disease which
mainly includes spastic and dyskinetic (Auld and Johnston, 2018).
 Generally Elizabeth love to involve in sitting games because of CP walking ability is less.
Several other things are also in which she is getting involves such as independent research,
numerical applications, games like abacus, cards and several other. While ongoing with these
task Elizabeth prove that they have brilliant mind and she don't distract any other student when
they are involved in class room activities. But in some way the Elizabeth face several difficulties
in class as well with the style of teaching because her brain stop their muscles to work properly.
If Elizabeth is not able to sit properly, walk and cannot take participate in any physical activity
then she can't able to perform any of the activity in better manner. Additionally, it also distract
other students while doing their work. In some situation Elizabeth refuse to do work because she
is not able to do it. Thus, frequently she distract other children also whomsoever are available in
class room as well some are involving outdoor activities. As a result she failed in taking part in
outdoor activities. Major weakness of Elizabeth is it poor organising skills which sometimes
present that Elizabeth is not prepare for classwork. When she get extra attention from teacher is
not liked by other members and students available at educational institutions because special
treatment is given to individual create differences (Kurtts and Gavigan, 2017).
Universal Design for Learning (UDL) is firstly defined by the David H. Rose, Ed.D. Of
the Harvard Graduate School of education and the Centre for Applied Special Technology
(CAST) in the 1990. UDL concept was developed on the basis of idea which is creating a class
room which fulfil needs and wants of whole students in school. This includes environment of
classroom, equipment use as well activities for teaching lesson, along with this special benefits
are given to the people who are facing cognitive or behavioural difficulties, physical disability in
which student brain not allow muscles and nerves to work properly. From a research it has been
identified that strategies form by teacher should help equally to mainstream Elizabeth as well
cerebral Palsy children as well. UDL need flexible teachers who can teach every kind of student
as well give Elizabeth with varied strength the opportunity to stand out in their own manner
(Miller, 2018). Before teaching Elizabeth teacher always prepare them or plan process. With the
help of UDL it gives positive impact on teachers by reducing time duration which is spending by
teacher for doing modification in lesson as per Elizabeth requirement. According to various
researches it has been observed that around half a million people in Australia have been
diagnosed with Cerebral Palsy(CP). Symptoms of this disease are different form person to person
, in many cases a child suffering from CP sows signs of paralysis, muscular weaknesses, Slurred
speech, visual impairment or lack of coordination, Some children suffering from CP are
ambulatory on the other hand some are bound to wheelchair. If a child is being diagnosed with
Cerebral Palsy by the age of 3, then a referral needs to be created to the Committee on Preschool
special education(CPSE).

Various activities which can be used to avoid CP

The child would be known as a preschooler with a disability and she would also be
offered various related services which are appropriate according to CPSE. In most of the cases
services provided by CPSE consist of Physical therapy, speech and Occupational therapy.
Various studied concluded that providing these services before the beginning of kindergarten
help the child to have better success when she starts the schooling. When deciding that a
Elizabeth with Cerebral Palsy may have their curiosity best served in a mainstream classroom
environment, parents, teachers and therapists must create an Individualized Education plan (IEP).
The IEP must include detail information on the degree to which the Elizabeth is influenced by
the condition as well as child's diagnosis.
The IEP ought to likewise incorporate a rundown of administrations and housing that the
school area will give. Showing youngsters with cerebral paralysis is frequently a new situation
for a normal training educator, yet with help from remedial projects and access to alterations in
the classroom, understudies with CP can flourish in a general setting nearby their non-crippled
associates. It is critical for understudies with CP to expect an assortment of positions all through
the school day to counteract fixing of muscles. Hardware needs are critical, as legitimate
situating can encourage eye-hand coordination and enhanced control. In particular, educators
ought to keep up open correspondence with the tyke's family to support extend with regard to
home projects and proposals. It is essential for student with CP to have an instructive program
that is favourable for learning. When setting up a learning program, educators ought to think
about the Elizabeth abilities and restrictions, and remember that implausible desires can be
disappointing for the tyke and additionally the guardians. Tolerance is a key factor when working
with student with CP, as studies have demonstrated that these understudies take more time to
react than their neurotypical peers. The adjusted lesson plan accomplishes this by first addressing
Elizabeth mental well-being. Mental well-being has significant aspect of educational settings.
During the lesson, the condition of students results in muscular weakness and stiffness as well. In
these disease people will suffer from entire disorder and coordination problems in muscles.
Muscles disorder leads to entire dis-balance of body. There are some activities by which
Elizabeth can improve to the best which teacher can implement in classroom and creates some
benefits. Like hand play is the best way to come up from cerebral palsy as in this disease
students does not able to grasp objects and move their fingers.
 Hand play activities is beneficial for Elizabeth (Miller and Bachrach, 2017). This activity
helps Elizabeth to improve pincer grasp which includes using the index and thumb finger
to pick up little physical object. By implementing this activity, student will enjoy a lot by
throwing ball in the classrooms, picking ball from bucket or cartoon, crumble up pieces
of paper, rolling the small balls in between the fingers. By doing this activity students
will muscle will be open and it will work to some extent.
 Another activity can be implemented to improve and resolve his problem of muscles is
Music activities which gives addition advantages to Elizabeth with cerebral palsy.
Teacher can make use of sound or music or song in order to improve social skills by
participating in group. In this activity, language development also takes place as in this
activity student will sing a song. Along with, vocabulary development in student also take
place by singing and knowledge of words and sentences. In order to improve his mobility
teacher can also dance with them. Another activity is physical activity which is the most
fruitful activity for him.
 By doing physical activity, student can increase strength of muscles, agility and entire
health of him. It is not easy for student who is suffering from cerebral palsy can do
physical activity but there are some equipment available which helps them to move.
Elizabeth can play from soft and coloured ball so that she can attract towards colour and
try to move and the ball is soft which does not harm anywhere in the body. Teacher can
also make balls with paper and play catch with them. Lighting and bright toys can also be
used for them to play. By doing these activities, the muscles of Elizabeth will be
somewhat become flexible and she will able to move as well. To overcome or get rid
from cerebral palsy is it is very important for teachers or parents to make happy
environment as lots of pain is reduced by happiness. Elizabeth who is suffering from
cerebral palsy is associated with many symptoms like she don't able to speak, not able to
move or walk, even entire body get dependent on others.
 There are some common approaches of treatment of cerebral palsy which includes-
special training and development of education, physical therapy and stretching muscles, make
use of walker and braces. By all these approaches' Elizabeth can do his some work. Stretching of
muscle is very necessary as if there is no movement in muscles then will get jam and after that
there are no solutions. Therefore, it is very important to do activities rather than crying (Stribling
and Christy2017).

PART 2 Lesson Plan

Allowing students to choose can be an effective method for Elizabeth to show their
learning, yet, there are times when the purpose of the assignment is to challenge the student
to go on the far side of their comfort zone and try something new or innovative in order to
grow their skills and abilities (Gorter and et.al, 2017)
Science
Year 9
05.09.2018
Science ES1f.
WS7.1 a.; WS7.1 c.; WS7.1 d.; WS8 d.
Timing Programs for UDL students Teaching Strategies
15 minutes Representation Teacher Input Low-Tech Demonstration,
advance organizer/ agenda,
models, poster/markers, books
on tape High-Tech Video clips,
PowerPoint, Smartboard,
overhead presentations

5 mins Engagement Guided Practice Low -Tech Partner/small group

work, choral
reading/responding, response
cards, graphic organizer,
manipulative, teacher support
 High-Tech Interactive
Websites, portable
keyboards/spell checkers,
classroom response systems
(CPRs), virtual manipulative,
social networking media
10 mins Expression Independent Low-Tech Hand written paper,
Practice poster, song, drawing,
play/drama, debate, journal
entry, model construction
High-Tech Word processed
paper, Podcast, multi-media
production, WebQuest
creation, photographic essay
15 mins Power-point presentation Students should be given
various subject to develop a
video presentation and present
it in front of the class.
15 mins Group activity The student needs to be given
opportunities to perform a
group activity such as a dance
performance or singing
performance or a group game.
REFERENCES
Books and Journals
Gorter, J.W, and et.al, 2017. Consensus planning toward a community-based approach to
promote physical activity in youth with cerebral palsy. Physical & occupational therapy
in pediatrics. 37(1). pp.35-50.
Stribling, K. and Christy, J., 2017. Creative Dance Practice Improves Postural Control in a Child
With Cerebral Palsy. Pediatric Physical Therapy. 29(4). pp.365-369.
Miller, F. and Bachrach, S.J., 2017. Cerebral palsy: A complete guide for caregiving. JHU Press.
Kurtts, S.A. and Gavigan, K.W., 2017. Understanding (dis) abilities through children’s literature.
Education Libraries. 31(1). pp.23-31.
Kirton, A., 2017. Non-invasive neuromodulation trials in children: Lessons from perinatal stroke.
Brain Stimulation: Basic, Translational, and Clinical Research in Neuromodulation.
10(2). p.348.
Auld, M.L. and Johnston, L.M., 2018. Getting inTOUCH: outcomes of a knowledge translation
intervention for tactile assessment knowledge, barriers, and practice in paediatric
therapists working with children with cerebral palsy. Disability and rehabilitation, pp.1-9.
Miller, F., 2018. Crouch Gait in Cerebral Palsy. In Cerebral Palsy (pp. 1-16). Springer, Cham.
Online
Cerebral palsy, 2018. [online]. Acessed through:<https://educators.brainpop.com/bp-
topic/cerebral-palsy/>