18364008

Inclusive Education
Assessment 2 - Case Study

Part 1: Universal Design for Learning and Case Study

Student A is in Year 7 and is thirteen years old. He has been diagnosed with Attention

Deficit Hyper Activity Disorder (ADHD) resulting in him having poor concentration skills

and poor control of impulses. ADHD is recognised as a form of both a cognitive and learning

disability as it effects a child’s social skills, learning, can impact family functioning as well

as issues around emotional regulation (The Royal Children’s Hospital Melbourne, 2018).

Children with ADHD can present with difficulties around concentration and a lack of control

around their own impulses. Common signs and symptoms of ADHD within children include

inattention, impulsivity, overactivity. As a part of his ADHD diagnosis Student A also

presents a as being hyperactivity and having a strong impulsivity. Children with ADHD have

a limited attention span and can make decisions without thinking. It is important for Student

A’s teacher to provide a learning environment which engages and maintains his attention

span which can be beneficial to him as it allows Student A the ability to regulate his

emotions. Student A’s strengths includes his curiosity and exploration about things within the

world, his sense of creativity, he is observant of things around him, his ability to ask

questions and wanting to know how things work, his fast speed nature when completing

activities and his ability to be verbally engaged throughout conversations. Children with

ADHD struggle with change, they feel like they don’t have control, Student A experiences

this as a result of his diagnosis which causes him to feel like he is losing control of his

emotions which can result in him to act without thinking.

With a decrease of segregated classrooms, students who have ADHD are commonly

educated within an inclusive classroom. To maintain an inclusive environment throughout the

classroom Student A’s teacher must construct lessons that is supportive of Student A’s needs

and allows for him to achieve his maximum educational potential. An effective strategy that
18364008
Inclusive Education
Assessment 2 - Case Study
Student A’s teacher can implement to help create inclusive lessons and classroom

environment is the Universal Design for Learning (UDL). UDL can be defined as a

“framework to improve and optimize teaching and learning for all people based on scientific

insights into how humans learn” (CAST, 2019). The UDL framework can be implemented

throughout the classroom to ensure that all students can actively participate in meaningful

and supportive educational experiences. It is important to understand that the UDL

framework is made up of three guidelines known as, provide multiple means of engagement,

provide multiple means of representation, provide multiple means of action and expression

(CAST, 2019). As a result of the UDL process the stigma that is attached to a disability and

the discrimination that can occur is reduced and there is an increase in participation and

engagement from students who have a disability.

One aspect of the UDL framework is multiple means of representation. This aspect

aims to provide all learners with various ways of acquiring information and knowledge,

whilst being able to present content and information in different formats this can include but

not limited too differing assignments, direct teaching and providing visual learning (Loreman

et al., 2011). Most importantly this aspect of the framework promotes the allowance for all

individuals to have an equal opportunity for learning. In regards to Student A who finds it

difficult as times to understand the information that is presented, his teacher must firstly

gather facts about him. This includes his interests, effectives ways that he learns and

activities that can be keep him engaged with the learning content. Once this information is

gathered, Student A’s teacher then must design learning content and processes that match the

specific needs of his characteristics. By doing this it allows for Student A to have access to

the curriculum content which is presented to him in an effective way that is suitable to the

needs of his learning disability. Throughout the lesson plan below there are teaching

strategies that display examples of means of representation. These strategies have been
18364008
Inclusive Education
Assessment 2 - Case Study
implemented to assist with the learning needs of Student A’s disability. It is important that

when the teacher in introducing new information Student A he/she makes clear eye contact

with them, this can decrease Student A’s ability to get distracted from the lesson and attempt

to maintain his concentration so that he can retain the information that is presented to him.

This strategy can also be effective when providing him with instructions like the ones that are

presented during the research activity or the class discussion. It is crucial to keep these clear

and precise as Student A can be distracted easily specifically during the class discussion the

teacher may want to prompt Student A for responses and even follow up questions to his

response when completing his creativity task, as he enjoys knowing how things work and can

be quite creative. This can also help him develop the skills to put reason behind his choices in

a non-invasive way.

A checklist has also been utilised in the lesson plan as it can be assistive with

decreasing his impulsivity and inattention. With this being a key behavioural issue due to his

diagnosis it is important for Student A’s teacher to list step by step instructions on the board

so that he can keep track of what is required from him to complete the task. The Royal

Children’s Hospital Melbourne (2018) discusses the importance in displaying daily schedules

and rules within the classroom to show a supportive and consistent learning environment for

Students with ADHD. When Student A is given the instructions for the research and recreate

task his teacher will underline the key words that are within the instructions written on the

board. When it comes to presenting this information his teacher will point to these words as

they read out the instructions so that Student A can have a clear focus on what to do and a

constant reminder of what is required from him in order to complete this task. This will also

prevent Student A from losing track of what is required of him, as the words are bold he is

able to focus and achieve what is required from him. It will also aim to regulate his emotions
18364008
Inclusive Education
Assessment 2 - Case Study
around the task and give him the sense that he has control over his emotions as he is aware of

what is required by him when completing his work (Johnson & Reid, 2011).

Another aspect of the UDL framework is multiple means of expression. It aims to

provide “all learners with an alternative for demonstrating what they know” (Loreman et al.,

2011, p.140). Examples of the framework can be drawing a picture, completing tasks

electronically, use different forms of multimedia in order to display what they have learnt.

This aspect of the framework can be extremely valuable to students who have ADHD as they

have multiple avenues to present what they have learnt due to the fact that they may not be

able to present their information in written form as they can be distracted easily and fidget.

Hammond (2010) argues that when this process is implemented effectively it can result in

“students taking control of their own lives in a meaningful and sustainable way” (p. 3). It is

also beneficial to allow Student A the option in how he wants create his writing task with his

partner. By giving the class the option of writing out their work on either a piece of paper or

on the computer, it gives Student A the option to present his work is the best way he can,

which can assist him in having control of his work as he has the options to do so. By also

presenting his soliloquy in a dramatic way rather than handing in an written piece of work

gives student A the ability to present his class work in a way that meets his strength of being

verbally engaged throughout his work. By allowing the option of presenting their work in a

dramatic way allows for student A to showcase his class work in another format, this can

increase his confidence as he feels a sense of value by completing his work and presenting it

in a fun way. Loreman et al., (2011) states that a “positive teacher attitudes are essential to

making inclusion work” (p. 39). Whilst being able to present what he knows in multiple ways

Student A must feel a sense of comfort and support from his teacher during his educational

choices. By allowing Student A to present his piece in a dramatic way his teacher should

utilise positive reinforcement throughout this process to ensure that he feels confident in what
18364008
Inclusive Education
Assessment 2 - Case Study
he is doing, which builds on his strength and further develops Student A’s teacher student

relationship. Overtime this creates a safe education environment as Student A becomes

comfortable and supported throughout his environments and develops a sense of trust within

his teacher.

The final aspect of the UDL framework is the multiple means of engagement. This

strategy involves creating activities that engage with learners through their interest yet being

able to provide them with the appropriate challenges. Student A’s individual needs must be

taken into account when creating and implementing these activities within the classroom to

ensure that this framework is implemented effectively, the teacher must ensure that they are

suitable for their learning abilities (Loreman et al., 2011). Student A needs to be surrounded

by a positive learning environment, with strategies in place that reinforce positive attitudes

and foster their motivation for learning. Sticking to routine can be viewed as one effective

strategy in keeping Student A’s impulsivity reduced, this will also limit distractions within

Student A’s learning as they have minimal changes throughout their routine. If there are to be

changes within Student A’s routine, for example a replacing teacher, Student A needs to be

made aware of this immediately so that they have enough time to prepare themselves for the

change. By doing this it allows for minimal disruption to their own routine and can have a

sense of control over their emotion as they are aware of the change occurring. Giving Student

A advanced warning can also be effective when changing activities throughout the lesson as

they don’t feel overwhelmed when moving onto a new task as they have enough time to

prepare themselves for it.

Due to his inattention, Student A’s teacher has created lesson activities that are

scheduled around times when he concentrates the most. Student A works best during the

middle of the lesson as he has had time to adjust to the space and what is required from him
18364008
Inclusive Education
Assessment 2 - Case Study
in the lesson. By presenting important information to Student A during this time can allow

for the best outcome for his learning as he is less likely to be distracted. Throughout the

lesson plan Student A is exposed with the option to work in pairs or a small group. This has

not only been designed to assist Student A’s own representation of content as he can work

with other students who will be able to assist with his learning but it also aims to further

develop his social and engagement skills with his peers. The Royal Children’s Hospital

Melbourne (2018) state that a “class buddy, who gets along well with the child, can be

helpful to reinforce instructions and directions” (The Royal Children’s Hospital Melbourne,

2018). This can also help Student A further develop their social skills as he has the

opportunity to interact with students who help him rather than feeling like he is an outcast

from the class. The assistance from the other students can help Student A develop friendships

with his classmates.

Designing a classroom environment and a curriculum that is accessible and

achievable for all, regardless of their disability, is a crucial aspect of being able to create an

inclusive education environment. With inclusive classrooms being more common within

schools, teachers must be able to effectively adapt their teaching strategies for the diverse

needs of students who have a disability. For Student A who has presented to a Year 7 english

classroom with ADHD, his teacher can effectively implement the UDL design within their

teaching strategies to assist with meeting the demands of Student A’s learning needs. With

his ADHD diagnosis, it is important that Student A has strategies in place that assist with

maintaining his emotional regulation and limit his disruptiveness. Most importantly the UDL

framework allows for students to build trust in in their teachers through the learning

strategies that they implement. By building a sense of trust creates an engaging and supported

learning environment as students who have a disability feel supported through their every

needs. With the help of the UDL framework teachers have the ability to create a safe,
18364008
Inclusive Education
Assessment 2 - Case Study
supportive and engaging learning environment which has been constructed around their

strengths as it aims to further develop these skills through learning activities that have been

designed around their abilities.

18364008
Inclusive Education
Assessment 2 - Case Study
Part 2: Lesson Plan

Colour Key:

Multiple means of representation

Multiple means of expression

Multiple means of engagement

English

Year 7

Unit: Shakespeare’s World

Lesson Length 60 minutes

Timing Organisation Teaching Strategies

5 minutes Mark Roll Instruct students to sit in their designated seat

and complete their Do Now Activity. Todays’

Do Now says “list some of the Shakespeare

plays that you know of? Write some dot point

discussing what the plays are about.

15 minutes Class discussion, Teacher will facilitate a whole class discussion

Whiteboard and about the different Shakespeare plays that

PowerPoint students know about. Teacher will write

students’ answers on the board so that they can

easily see some of the play names. Instruct

students to copy down these names into their

18364008
Inclusive Education
Assessment 2 - Case Study
work books along with a short description of

the text.

Teacher will then facilitate a short PowerPoint

presentation about the Elizabethan language

that Shakespeare used at the time he created

his plays. Students will explore the diversity of

the language being used, they will explore how

his words can be understood in todays’ society

with the presentation of an Elizabethan

Language definition list.

25 minutes Pair work From this discussion, students will be

instructed that they can work in pairs or table

Research and
groups for the next activity.
Recreation

Written on the board are the steps for the next

activity.

Students will be instructed to:

Step 1: Find one of Shakespeare’s soliloquy

Step 2: Use the Elizabethan language

definition list that is displayed on the board to

assist them reading their chosen soliloquy.

Step 3: Recreate their chosen soliloquy to

ready as a modern conversation. They may

18364008
Inclusive Education
Assessment 2 - Case Study
write their new soliloquy on their laptop or on

paper. As a pair you are required to create a

conversation that represents the modern voice.

Step 4: As a pair you will present you piece of

work to the class. Pairs may wish to spend

time rehearsing your piece as you may wish to

present it with dramatic elements (for example

tone, emotional voice, dramatic movement)

15 minutes Pair Presentation Each pair will take turns in presenting their

newly created piece to the classroom. Before

students read or act out their pieces of work,

the teacher will encourage students to add

emotion to their reading or even act out their

soliloquy.
18364008
Inclusive Education
Assessment 2 - Case Study
References

CAST. (2019). Government Website. Retrieved from http://udlguidelines.cast.org

Hammond, W. (2010). Principles of Strength-Based Practice. Resiliency Initiatives, 310, 1-7.

Johnson, J., & Reid, R. (2011). Overcoming Executive Function Deficits With Students With

ADHD. Theory Into Practice, 50(1), 61-67.

Johnson, J., & Re, R., & Mason, L. (2012). Improving the Reading Recall of High School

Students with ADHD. Remedial and Special Education, 33(4), 258-268.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education Supporting Diversity in

the Classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin.

The Royal Children’s Hospital Melbourne (2018). Organisation Profile. Retrieved from

https://www.rch.org.au/kidsinfo/fact_sheets/ADHD_ways_to_help_children_at_schoo

l_and_home/