Part 1: Student background, needs and strengths

This case study will focus on a year 9 student that is enrolled in a school in Western Sydney. This student has

been broadly identified, by the school, as having a cognitive disability and requires an extensive level of adjustment.

This student has been identified as having being borderline IM (Intellectually moderate), prone to emotional

outburst, low levels of literacy and numeracy and poor hand writing. Currently this student is beging given support

from the school through a numeracy program and Multilit program. During class this student shows little interest in

participating in theory work but is more likely to participate in practical work. They can be disruptive to the class and

regally fails to follow instructions.

The needs of this student are varied and complex as they needs support for many different areas of

schooling life. The first issue that need to be understood, as it may be the cause of the others, is the students

borderline IM disability. To be considered as having a borderline IM disability a students has a IQ within the range of

55-70 (Model Farms High School, 2014). A student with diagnosed as IM has difficulty with retaining and acquiring

information and has difficulty in reflecting on problems. This can leads to difficulty in reading, writing and

mathematics, as the current case study shows (Model Farms High School, 2014).

Additionally, this students can suffer from emotional out bursts that can cause a lot of disruption to the

class. In most cases emotional outburst in teenagers are caused by many different factors, including self-

consciousness, frustration, sadness, anger, loneliness, boredom, failure, anxiety stress or shyness (Pickhardt, 2014).

In order to cater for students who are prone to emotional outbursts a teacher needs to first determine why the

student displaying this behaviour by using strategies like the ABC method for identifying triggers (Synapse, 2019).

Once the cause strategies, that will be discussed later in this case study, can be used to support the student.

The final need of this student, surrounds students pore literacy and numeracy levels and poor hand writing. This low

level can be attributed the students Borderline IM diagnoses, but strategies still need to be implemented to address

these areas. Currently the students is given learning support and is enrolled in programs designed to support and

improve student abilities. According to statistics releases by the OECD (Organization for Economic Cooperation and

Development), 12.6% of adults in Australia have a low literacy proficiency and 20.1% have a low numeracy level

(OECD, 2012).
 The student displays strengths in many ways, chief of these is their ability to perform practical tasks the

student consistently preforms well in practical tasks and assessments, in practical subjects like industrial arts, PDHPE

and ISTEM. However due to their disability and low literacy and numeracy skills they perform poorly in more

academic tasks such as exams, short response questions and essays. This greater aptitude towards practical tasks

tends indicate that this students a kinaesthetic learner, however this does not meant that other styles of learning

have no effect (Hatami, 2013).

Part 1: Universal Design for Learning Frame work

Universal Design for Learning (UDL) is an approach to student learning that aims to build an inclusive

learning environment for all students. UDL is credited as having its origins in architecture, where architect Ronald

Mace put forward the idea that environments should be designed and built for the needs of all, regardless of their

limitations (McGuire, Scott, & Shaw, 2006). This idea was fuelled and expanded into education by the desire to

produce an inclusive model for the schooling system in Australia and throughout the world. The UDL framework has

since been developed with the intension to improve and optimise teaching and learning for students with

disabilities (CAST, 2019).

The UDL framework aims to address key questions that students and teachers have whenever they are given

a new syllabus topic to learn about, these are “Why” do we learn about this, “What” are we learning, and “how will

we learn it (CAST, 2019). These key questions are answered through three aspects of learning each addressing Why,

What and How. Theses aspects are further broken down into nine guidelines, as shown in the Table 1 below:

Table 1, UDL Framework Aspects and Guidelines (CAST, 2019)

Provide Multiple means of Provide Multiple means of Provide Multiple means of

Engagement Representation Action & Expression

 Recruiting Interest  Perception  Physical Action

 Sustaining Effort &  Language & Symbols  Expression &Communication

Persistence

 Self-regulation  Comprehension  Executive Functions

 The first aspect of UDL is the engagement aspect, this focuses on developing student engagement by

answering the question of “Why”. To achieve this, the framework focuses on developing student interest by giving

students autonomy, creating relevance and reducing distractions. To further illustrate the importance of giving

students choice research showed that when offered a choice in mathematical study a group of students with

disabilities preformed substantially better (Billingsley, Thomas, & Webber, 2018). Additionally this aspect focuses on

sustaining students efforts and self-regulation by reinforcing goals and objectives, encourage collaboration, increase

positive feedback, building positive expectations and beliefs, develop personal coping strategies and self-reflection

(CAST, 2019). These guidelines form part of both the Quality Teaching framework (New South Wales Department of

Education and Training, 2003) and the High impact teaching Strategies (Department of Education and Training,

2017), that have been shown through research to create quality teaching and learning environments for all students.

The second aspects, Multiple means of Representation, is concerned with providing students with different

way of receiving or approaching content. These approaches may include visual, tactile or auditory means as opposed

to printed text (CAST, 2019). Due to the nature of a diverse class room there is no one way that information or

content that can be passed on to every student. Instead a variety of approached needs to used, to cater of all

students in the classroom. This idea is additionally supported by the High impact teaching Strategies – Multiple

exposures where students are given information and content in multiple way and through multiple exposures.

The representation aspect, uses three guidelines that promote understanding by developing flexible content or

delivering information in multiple formats to enhance and improve learning of students. Secondly, is the explanation

of language and symbols, this includes specific vocabulary, symbols, syntax, structure and notation (CAST, 2019). This

supports understanding of content specific knowledge and helps remove any uncertainty that students might have.

The Quality Teaching framework (New South Wales Department of Education and Training, 2003) additionally

support the importance of this guideline through its Metalanguage aspect. Finally the third guideline, is the

compression of new knowledge to generate new understanding. This consists of supplying background knowledge;

developing patterns, relationships and big ideas; guide and support information processing and to maximise the

transfer of learning to new contexts.

The last aspect is labelled action and expression and this focuses on the “How” students learn, in other

words it supports students in how the teacher and students approach a learning task. In order for a teacher to
facilitate its aspect they need to consider physical action for students including access to suitable tools and

technology as well as varying the methods of responses a student has to give. This would include giving alternate to

different physical actions (e.g. using pencil instead of a pen or a joystick instead of a mouse) and methods of

achieving the task (e.g. dictation of responses or using a laptop). This aspect, also incorporates developing or

modifying how students express themselves and communicates their answers to help them attain their learning

goals. Finally, teachers are required, as a part of the Action and Expression aspect of UDL, to develop and act on

plane to maximise learning of students with in the classroom. This includes appropriate goal setting, managing

resources, continually monitoring students and developing strategies to assist students.

Approaches to the UDL Framework to improve a lesson plan.

Reasons under UDL for the changers based on support the case study student.

Note to lesson plan sample,

 original content in written in black text,

 Additional content added under the UDL framework to support student is written in coloured text as shown

below:

o Multiple means of Engagement

o Multiple means of Representation

o Multiple means of Action & Expression

 Annotations have been added to the lesson plan to show where the original lesson plan meets the UDL

frame work. The text will be coloured to highlight what aspect it aligns to.
Time Teaching and learning actions

5min Students to line up and wait quietly to enter the class.

The PCS already used in this
Students enter the class take their seats and get their books out.
(10:00- lesson plan is a good method
10:05) Copy down PCS
to highlight learning goals for
the lesson
PCS
Purpose: Symmetry of objects
Content: Review of previous lesson, Missing word Task and explanation of
symmetry,
Skills: numeracy

10min Review – find each pronumeral, giving reasons

(10:05-
10:15)

The teacher during this time will spend time with student that need assistance with
previous work. Additionally students with a firm grasp on the content can assist
students who require additional help.

Students who require additional support can be given a sheet with the maths rules
that the questions use.

10min Students are to copy notes down from the board or text book.
(10:15-
10:25)

This is used instead of

copying the notes for
Missing word exercise. students requiring support

Students are to fill in the missing words, from the word bank, in the above
paragraph, while the teacher reads out the paragraph.

.
 Video to reinforce the concept of axis symmetry and rotational symmetry
https://www.youtube.com/watch?v=DPRn-YaJqy8

Explain the concept of axis of Symmetry and rotational symmetry using the example
of a star using a large card board cut out of a star.

Additionally explain concept using example from around the room.

Books, students bags, a student, a table, etc.

5 min Students are given the net of the shape and

(10:25-
asked to cut it out and determine the number
10:30 of axes of symmetry and order of rotational
symmetry it has. By having the students cut and then
fold, rotate the shape around they
use multiple tools and media types to
understand the concept.

20min Logo symmetry game. Students are to work out the number of axis’s and symmetry This activity aims to
(10:30-
and order of rotational symmetry different logos have. get students learning
10:50) in an engaged way by
showing relevance to
20min Students are to practices further with questions from the text book.
(10:50-
During this time the teacher can spend additional time with students that require
11:10)
additional support This activity develops
compression by using
5min Recap lesson, what did the students learn? Ask students, at random to say what background
(11:10-
they have learnt. knowledge and helps
11:15) to highlight patterns
Students are to pack up and remain seated until the bell

Provide Multiple means of
Engagement
Recruiting Interest
The lesson plan develops interest by bring in
background knowledge and showing relevance to
logos and everyday objects
Sustaining Effort & Persistence
The PCS (Purpose, Content, skills) in the lesson plan
helps to highlight the lessons goals. Additionally,
the lesson plan varies the resources from a coping
exercise to a missing word exercise to help adjust
the resources for student with additional needs.
Self-regulation
By giving time for the teacher to individually talk to
students they can help promote good expectations
and motivations and also help develop self-
assessment and reflection strategies.
Mapping of UDL Guidelines to lesson plan
Provide Multiple means of
Representation
Perception
The information is displayed in multiple methods
to help student understanding. This was done
through text, verbal explanation and practical
activity.
Language & Symbols
Vocabulary, symbols, syntax and structure are
conveyed during the missing word task, verbal
explanation and practical activity. Additionally by
using multiple forms of media, the language and
symbols become more understood.
Comprehension
By using different forms of media and multiple
activities students can start to see the patterns.
The teacher can also highlight them in different
ways. By using background knowledge of logos
students will develop their understanding using
familiar images.
Provide Multiple means of
Action & Expression
Physical Action
Students are given information in multiple formats
and activities. Additionally students can be given
additional time requirements or alternate methods
of response to complete the task, depending on
their needs.
Expression & Communication
With the use of multiple forms of communication
of the content, students with additional needs are
able to communicate their understanding in
multiple way, these could be verbally or written.
Additionally support to develop students can be
given during one-on-one time throughout the
lesson.
Executive Functions
During the initial test question at the start of the
lesson and during other times the teacher can help
guide students to setting appropriate goals for the
lesson. The teacher also through appropriate
planning can implement strategies to enhance
learning.
References
Billingsley, G. M., Thomas, C. N., & Webber, J. A. (2018). Effects of Student Choice of Instructional Method on the

Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities. Learning

Disability Quarterly, 41(4), 213–226. https://doi.org/10.1177/0731948718768512

CAST. (2019). CAST: About Universal Design for Learning. Retrieved September 4, 2019, from

http://www.cast.org/our-work/about-

udl.html?utm_source=udlguidelines&utm_medium=web&utm_campaign=none&utm_content=homepage#.

XW8riigzaUk

Department of Education and Training. (2017). High impact teaching strategies: Excellence in teaching and learning.

Hatami, S. (2013). Learning styles. ELT Journal, 67(4), 488–490. https://doi.org/10.1093/elt/ccs083

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and Its Applications in Educational Environments.

Remedial & Special Education, 27(3), 166–175. https://doi.org/10.1177/07419325060270030501

Model Farms High School. (2014). Teaching for Inclusion—Teaching for Inclusion. Retrieved September 4, 2019, from

http://web1.modelfarms-h.schools.nsw.edu.au/

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion

paper. Sydney, N.S.W.: Dept. of Education and Training, Professional Support and Curriculum Directorate.

OECD. (2012). Survey of Adult Skills. Retrieved from https://www.oecd.org/skills/piaac/Country%20note%20-

%20Australia_final.pdf

Pickhardt, C. (2014). The Emotional Minefield of Adolescence. Retrieved September 4, 2019, from Psychology Today

website: http://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201402/the-emotional-

minefield-adolescence
Synapse. (2019). Challenging & complex behaviours: The ABC approach. Retrieved September 4, 2019, from

Synapse—Australia’s Brain Injury Organisation website: https://synapse.org.au/information-services/abc-

approach-to-understanding-behaviour.aspx