Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

Student Profile
Name: Ava Russo
Year/Age: 7/14
Ava Russo is in Year 7 and thirteen years of age. She has recently been diagnosed with

Dyslexia where she struggles in literature. Ava experiences severe learning difficulties in

reading, spelling and writing. This condition cannot be cured; however, it can be helped with

the use of Universal Design for Learning (UDL) framework. Ava’s strengths include Visual

Arts where she has strong skills in constructing high quality detailed artworks. Ava responds

well to group work where peers can help her, but she struggles when tasks are given to her

by the teacher to complete individually that include any form of reading, spelling or writing.

Ava has great patience and does not display any behavioural issues. Although Ava has well-

developed verbal and social skills, she needs assistance when reading, spelling and writing.

It is important that Ava’s strengths and weaknesses are assessed by the teacher so that UDL

can be effectively implemented to allow Ava to achieve her full potential.

PART 1:

Dyslexia comes from the Greek language and means difficulty with words. Individuals with

dyslexia have trouble with reading, spelling and writing despite having the ability to learn.

Therefore, Ava is capable of learning, but she learns in a different way to those who do not

experience dyslexia. Ava has a talented and productive mind, which is shown in her strong

skills in Visual Arts. UDL has been developed on the idea of producing a classroom that

provides necessary requirements for the needs of the entire student population. It includes

classroom environment, lesson activities and equipment used, and can especially benefit

learners with cognitive or behavioural difficulties, like Dyslexia (Johnson-Harris &

Mundschenk, 2014). As well as assisting students with additional needs, this strategy can

1
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

also equally assist mainstream students which is beneficial for all students (Vitellii, 2015).

There are three principles that are essential to implementing UDL. These principles involve

representation, expression and engagement. Students are provided with multiple means of

each of these principles which allow students to each reach their full potential by the

resources provided to them. Although Ava has great memory of understanding the content

being taught, she fails to demonstrate her understanding on paper as she has not perfected

her ability to read, spell and write as she experiences Dyslexia. Ava can express herself

extremely well verbally and has extraordinary social skills but fails to physically document

her learnings and learn from reading, spelling and writing. Therefore, this is Ava’s area of

need that can she can receive assistance to with the use of UDL. She is understanding the

content but does not have the ability to show this on paper, even though she can verbally

express it. This affects the teacher as tests provided show Ava lacks understanding, when in

fact she understands well, but can only verbally express her understanding. An easily

implemented pillar of support that can always be incorporated into lesson plans is

Loreman’s first pillar, positive attitudes which teachers can always include after students

behave well, or complete tasks well, which will encourage them to continue to behave this

way and successfully achieve engagement throughout the classroom (2007).

It is important that the classroom implements the UDL framework so that Ava integrates

with the classroom and can achieve her full potential. This way, the content is not poor, or

‘Dumbed-down’ and Ava is receiving the same information as any other student, allowing

her to reach her full ability (Dunn, 1968). Constructivism is a learning theory found in

psychology which explains how individuals acquire knowledge, and how they learn this

knowledge acquired. Ava learns differently to those who do not experience Dyslexia as she

struggles to read, spell and write whereas other students in her class do not. Not only

2
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

should integration be included, but an inclusive approach should also be implemented so

that exclusion does not occur (Bourke, P. & Carrington, S. 2007)

It is important that the way Ava understands knowledge is acknowledged by the teacher as

it will assist not only Ava, but the teacher in understanding how Ava is learning the content

being taught to her. Benefits of constructivism include teaching Ava to get actively involved

with the class rather than being a passive listener. Assisting Ava to concentrate on thinking

and understanding, rather than memorising. Other support for Ava can include consistent

use of printed documents being written in size 14, Verdana font to assist her with seeing

words largely when attempting to read. Clear, large font will allow Ava to clearly see words

and assist her as the font is larger. Technological support for Ava could include any

computer activities required for her to complete can be zoomed in. This will also allow clear,

large font for Ava to see and read. The teacher reading to the class while Ava has clear, large

font in front of her could also assist with Ava as she can follow along and get used to

following along when someone is reading, with the hope of her developing the skill where

she will be able to follow along and read.

The first principle in the UDL framework is providing multiple means of representation

which involves presenting information and content in various ways which can drastically

assist Ava, and other students in the class. This principle is beneficial for all students as it

allows students to understand content in different ways. Learners differ in how they

perceive and understand content being taught by the teacher. For example, Ava will

interpret reading, spelling or writing differently to students who do not have Dyslexia.

Therefore, it is crucial that this principle is implemented so Ava can understand information

just as well as other students. Ways to implement this principle can include allowing

3
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

students to listen to an audio recording instead of reading. This would assist Ava as she has

developed skills in listening, but not reading. Therefore, she would grasp the information on

the same level as other students, and not struggle with trying to understand the content by

reading it.

The second principle in the UDL framework is providing multiple means of expression which

involves providing various options for how students express what they have learned. For

example, the teacher can use a variety of evaluation methods to allow students to express

what they want to know in multiple ways. There are many ways to achieve this by using fun

activities such as quizzes, case studies and oral presentations, rather than a conventional

final exam. For Ava, an oral presentation would work well as she is extremely skilled with

her verbal and social skills; therefore, it would allow the teacher and classroom to see how

Ava can orally express herself in a way she cannot on paper when reading, spelling and

writing.

The third principle in the UDL framework is multiple means of engagement which includes

stimulating interest and motivation for the learning to students. For example, breaking

down large assignments and providing scaffolding will allow students to engage well by

thoroughly understanding the content given to them. Scaffolding is a great way to assist

students in grasping a deep understanding as it is broken down for them to easily

understand. This would drastically help Ava as the written format would be broken down

into parts so she could have assistance from the teacher by going through each part at a

time, instead of trying to comprehend a large amount of information all at once. Offering

choices to students where they can select certain content or tools gives them the

4
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

opportunity to engage in learning that is most meaningful and motivating to them which

results to successful engagement in the classroom.

PART 2:

The lesson plan adjustments utilise the UDL framework by using ICT by allowing students to

access the computer room and complete a research task. Lesson activities include a mind-

map, research task, and breathing exercises when entering and exiting the classroom. Ava

can express herself verbally and through drawings, which allows her to use her strengths in

this lesson. Ava struggles with reading, so there is little reading in this lesson, but instead

great use of the teacher encouraging students to verbally express themselves. Ava can pick

whether she would like to work independently, in pairs, or groups, which helps Ava decide

where she believes she needs assistance. Aspects from Loreman’s seven pillars of support

has also been incorporated throughout this lesson plan with positive feedback provided to

students from the teacher (2007). Providing students with multiple means of

representation, expression and engagement has achieved a successful lesson plan in

implementing the UDL framework to benefit all students, including Ava. As a result, students

reach their full potential without teachers expecting less from students who have disabilities

(Gartner, A., & Lipsky, D. K. 1987).

5
Inclusive Education – Theory, Policy & Practice (102084)
Lesson Plan (Visual Arts)
Colour Key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement
Time Teaching and learning actions
0-5 Mark roll
5-10 What is the Cultural Frame?
Students write definition in VAPD as follows:
The cultural frame represents the collective interests of cultural
groups, ideology, class, politics, gender, as well as the
celebration of spiritual and secular beliefs, events and objects.
Teacher should understand the following statement and
explain this to students:
The Cultural Frame is about the vales of the culture in which
the work of art was created. Culture can be understood as
ideas that are held by different groups of people. Through the
Cultural Frame, we look at how artists are influenced by ideas
of culture, religion, race, gender, art movements and
traditions. Culture can be more than a person’s background, it
can include a group of people who share the same values or
beliefs. Therefore, when analysing an artwork that represents
the Cultural Frame, it is important that we also analyse the
shared values, attitudes or ideas behind the artwork.
Teacher is to ask students if they have any questions regarding
the cultural frame and to confirm they all understand the
definition
Gabriella Talarico: 17992262
Organisation Centred
T/S
Teacher: To mark roll, teacher to encourage T&S
students to participate in normalising their
feelings and emotions and practice breathing
exercises
Student: To settle into class in an
appropriate time and manner
Teacher: Write all frames on board T&S
 Structural
 Subjective
 Postmodern
 Cultural
Explain to students that there are four
frames but over the next few lessons we will
be focusing on ONE; the Cultural Frame.
Teacher to provide definitions for each of the
frames so they have a brief understanding of
what each frame means. Teacher is also to
provide students with pictures that can
represent each frame, and students can
complete a hands-on activity where they
match the pictures to each frame. Students
are instructed by the teacher that they can
work independently, or in pairs.
Ask students what they think the cultural
frame means, encourage all students to
provide answers and have them write the
definition provided on left under ‘What is
the Cultural Frame?’
Student: Students are to provide answers
and ideas on what they think each frame
means
6
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

Students are to write Cultural Frame

definition in their VAPD

10-20 Mindmap/Brainstorm: Teacher: Is to write ‘Cultural Frame’ on S

board and have students provide words that
relate to the frame.
After students understand the Cultural frame, they are each to
create a mindmap in their VAPD and write words around this
that relate to the Cultural Frame. Class discussion can allow all
students to engage in ideas.
Student: Students are to copy this mindmap
in their VAPD and include their own cultural
values.
Teacher is to encourage students to include their own culture
and beliefs as this can be included Teacher is to encourage students to each
share their own understanding of what the
Cultural frame means and relate it to their
Words to be included are as follows if not already: own Culture. Students are also encouraged
to write or draw any ideas they have on the
 Culture board.
 Religion
 Beliefs
 Values
 Family
 Tradition
 Race
 Gender
 Social Issues
 Community
 Influence
 Impact
 Global
 World
20-25 Research Task - Part 1: Teacher: Teacher is to encourage students to T
work independently, in pairs, or groups and
select whichever artwork is most appealing
Teacher is to allocate students into four groups and provide to them.
them with the worksheet ‘Research task’. Teacher is to explain
each group must answer all the questions provided to them on
the worksheet. Students must work as groups together to Student: Students are to be sorted into
complete this activity and each group will share their groups by teacher and work together to
information with the class after activity. complete research task.

 Resources: ‘Research Task’

25-40 Research Task - Part 2: Teacher: Allow time for students to complete S
research task and provide any help to
students who need it
Teacher is to give each group ONE artwork to research which
can include any of the following included on the provided
teacher answer sheet (attached). Student: To complete Research Task in
groups

Students are to work in groups to complete questions.

 Resources: ‘Research Task’

7
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

GAT students are to complete all four artworks instead of just

the one. Any students that require additional needs have their
groups and teacher to assist them with answering questions.

40-55 Research Task – Part 3: Teacher: Encourage students to share S

information with class on their research task.
Encourage each student provides answers
Tell students to stop as time is up. and provide positive feedback

Students are to share research findings with the rest of the

class Student: Students are to share their research
findings with the class

 Resources: ‘Research Task’

55-60 Pack up and homework: Teacher: Prepare students to start packing T&S
up. Provide positive feedback to students
and encourage students to again, participate
Prepare students to pack up in breathing exercises before leaving the
classroom.
Ensure all groups have completed questions and written this
VAPD, if not this will be their homework and will be checked
next lesson.

Students can colour in title and decorate page in VAPD if extra time left.

8
Inclusive Education – Theory, Policy & Practice (102084) Gabriella Talarico: 17992262

References:

Bourke, P. & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides.
Australasian Journal of Special Education, 31(1), 15-24.

Dunn, L. (1968). Special education for the mildly retarded – Is much of it justifiable? Exceptional
Children, 35 (1), 5-22

Gartner, A., & Lipsky, D. K. (1987). Beyond Special Education: Toward a Quality System for All
Students. Harvard Educational Review. 57, 4, 367 – 395.

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with students with BD in a

general education classroom: The case for Universal Design for Learning. Issues and Ideas, 87(4),
168-174. doi: 10.1080/00098655.2014.897927

Loreman, T. (2007). seven pillars of support for inclusive education.

Vitelli, E. M. (2015). Universal Design for Learning: Are we teaching it to preservice general education
teachers? Journal of Special Education Technology, 30(3), 166-178. doi: 10.1177/0162643415618931