17456933 – Badrieh Al-Masri

Assessment 2 – Case Study

Case Study

Age: 16 years old

Year: 10 (Stage 5)
Disability: Attention Deficit/Hyperactivity Disorder
Areas of strength: The student enjoys using technology as a learning tool as this allows him to
be practical in his learning and assists in storing information in his memory. He is very creative
and is always curious to find answers resulting in the student enjoying researching to discover
answers and new innovations, as well as putting an image to what he is learning through finding
visual examples on google images. The student enjoys trying new activities and loves a
challenge. He finds that having a checklist of activities is very useful and allows him to stay
focused as it provides clear direction on what to do. He enjoys listening to music with his
earphones usually results in undertaking tasks without disrupting others.

Areas of need: The student seems to consistently be submitting class activities with elements
which have not been attempted due to spending too much time on other elements. The
student also frequently loses material as he seems to be quite disorganised. The student is
easily distracted and when interest in the lesson is lost as a result of him being overwhelmed
with information, it results in excessive talking and leaving his seat, interrupting others and the
lesson. He usually needs to be reminded of rules and behavioural expectations. Additionally,
the student usually requires explicit instruction of the task being completed and is usually not
confident in his work.

Justification

Inclusive education provides equality for all children, regardless of any perceived difference,

disability, social, emotional, cultural or linguistic difference. The essence of inclusive education

establishes a recognition of differences in learners and teacher support through responding to

all forms of differences through ‘whole class teaching’ (Florian, 2007, p.205) providing a notion

of norm and shifting away from marginalisation, creating a sense of belonging for the students.

It shifts the focus from the student differences to effectively acknowledging learning outcomes

and ensuring that the content surrounding these learning outcomes are made accessible to the
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learner through integrating strategic and pedagogical teaching that caters for the needs of all

students (Loreman, Deppeler & Harvey, 2011). The student observed during a professional

work experience has Attention Deficit/Hyperactivity Disorder. In order for the student to

receive a positive learning experience, it is crucial to accommodate to his learning needs. This

essay will explore the amendments made to a year 10 Mathematics lesson to cater for the

needs of the student. The amendments are encouraged by the Universal Design for Learning

(UDL) principles as well as relevant literature focused on accomplishing inclusive education.

Education has the power to influence self-identity and contributes to the development and

growth of individuals to the best of their ability. As a result, it is crucial that all students receive

equality and equity in education, specifically students with special needs where they were

limited education opportunities for them in the past (Aron & Loprest, 2012). Dominant models

of ADHD emphasize impairments to executive functions and self-regulation where there are

cognitive, neurological and biochemical risk factors which increase the likelihood of

problematic processes affecting academic outcomes (Martin, 2006, p.88). Students with ADHD

experience difficulties with relation to achievement, engagement and behaviour. This is usually

evident through features such as poor performance, significantly lower levels on multiple

dimensions of engagement, poor self-regulation, difficulty in completing set tasks, poor

persistence in class as well as cognitive features including low levels of self-efficacy, aspirations

and sense of control (Martin, 2006, p.88). Teachers play a key role in the learning experiences

of students and it is their responsibility to implement appropriate interventions in the

classroom to ensure effective inclusive outcomes for the students learning whilst creating

positive teacher-student relationships (Vereb and DiPerna, 2004, p.421). The student observed

has areas of strength which demonstrate his potential to achieve successful learning outcomes

should effective approaches be used to cater for their needs. Throughout my professional work
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experience, I observed that the student responded effectively to class activities which were not

lengthy, included examples, provided explicit instructions or had a scaffold, as well as those

that required whole class contribution through competitive tasks, mind mapping, and

challenging the students.

Universal Design for Learning (UDL), is a fundamental approach which focuses to ‘enhance

educational access for students with disabilities’ (Mcguire, Scott & Shaw, 2006, p. 167). The

initial emergence of the universal design focused on the concept of creating architectural

designs of ‘building environments that were obstacle-free’ (Moore, 2007, p. 521) for people

with disabilities. As awareness on Universal Design had matured, a comprehensive articulation

was brought forward by Rose and Myer, providing a valuable aspect which further deepened

the concept of Universal Design for Learning which stated that ‘barriers to learning are not in

fact inherent in the capacities of learners, but instead arise in learners interactions with

inflexible educational materials and methods’ (Moore, 2007, p. 522). This articulation formed

the core of the Universal Design for learners which views failure to learn as not being a

‘measure of the inherent capacity of the learner, but rather a reflection of learning systems

which fail to address the needs of learners’ (Moore, 2007, p. 522).

Universal Design for Learning highlights three significant principles for learning which include

Multiple means of representation, Multiple means of Action and Expression and Multiple

means of Engagement (National Centre on Universal Design for Learning, 2012). The purpose

of the Universal Design for Learning is for teachers to create and implement flexible

accommodations and adjustments to eliminate barriers that create limitations for students

with disabilities or special needs, and instead shifting the focus on supporting learning needs

by implementing suitable approaches in their lessons which occupy the needs as well as the
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interests of the students (Mcguire et al, 2006). It is argued by Loreman, Deppeler and Harvey

that educators have significant influence on the implementation of change in contemporary

classrooms (2011). The teacher’s dedication, knowledge, training, and experience regarding

interventions and their implementation demonstrate a crucial role in the outcome of the

intervention. It is essential that teachers understand the significance of inclusion and ways to

implement it in order to meet the needs of diverse students. As a result teachers are required

to reflect on their lesson plans to ensure that they facilitate the provision of appropriate

resources and adjustments to the content in order to integrate inclusion of students with

disabilities as part of their teaching and learning experience (Loreman, Deppeler & Harvey,

2011).

Multiple means of representation is the first principle of the universal design for learning which

refers to multi-modal representations of content and flexible learning materials. It highlights

that information can be presented in various formats including, ‘spoken, video or graphic

concept maps as alternatives to texts’ (Meyer & David, 2012, p.136). This principle is crucial as

research has found that learners are different and that the same instructional approach will

not work for every learner, hence adjustment to meet the needs of students in vital. The case

study saw the student enjoy finding examples of the learning and research he conducts through

visual images whilst he also enjoys the use of technology. As a result of this, amendments

where made to the lesson plan to include a short interactive PowerPoint presentation when

presenting the students with information which includes images instead of the initial plan to

write the question and answer on the board. The PowerPoint presentation is to also

incorporate simple summarised dot points of where there will then be an opportunity for

discussion to take place and students to take turns in using the interactive smartboard to add

to ideas and create a mind map of the knowledge gained. The use of technology has
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proliferated and as it has developed into a common means for collaborative learning

environments (Heflin, Shewmaker and Nguyen, 2017, p.91). Technology has also been found

to be a vehicle for learner engagement and instructional content whilst also promoting

participation, performance and learning by students with disabilities (King-Sears, Swanson &

Mainzer, 2011, p.569). Suggestions have been made that if students learning needs require the

incorporation of technology, then it is vital to create opportunities to implement the use of

technology in lessons and activities to enhance the students learning (King-Sears, Swanson &

Mainzer, 2011, p.569). With technology and collaborative learning taken into consideration,

the student’s area of needs which include loss of interest will be strengthened as well as making

the lesson interesting for him as he enjoys the use of technology and visual images which will

allow him to develop.

During observation, I noticed that the student needed to be reminded of the rules and

expectations at least once per lesson. These reminders included expectations such as students

raising their hands to speak to, not yelling across the classroom, not interrupting the learning

of other and keeping hands, feet and objects to oneself. A classroom management intervention

could be implemented using proactive strategies which include establishing clear rules and

using visual reminders around the classroom as well as reactive strategies including positive

and negative consequences (Johnston and Park, 2015, p.41). Further, the use of daily report

cards could also be implemented as it promotes positive self-regulation.

The second principle of UDL, ‘multiple means of expression’, implies the learning activities that

students are expected to complete which are established by pedagogical strategies and

knowledge that acts as an approach to assess student’s knowledge (Meyer et al, 2012). This
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principle was considered in the activity task. Instead of giving presenting students with the

activity and allowing them to attempt the task on their own, the amendment allows for the

class to break down the activity by unpacking what is expected of the students as well as

highlighting the key elements which they should be considering and incorporating in their

response. The teacher will also be scaffolding whilst students attempt the activity. This is

beneficial to the observed student as it allows for the development of his cognitive skills. The

student usually requires a scaffold or explicit instructions of the task, and the amendment

allows for this through an inclusive whole class contribution of analysing the activity. The

teacher providing scaffolding as supported by Vygotsky’s theory of cognitive development

contributes to the critically developing cognitive skills through supporting students with

enriched learning (Kuyk, 2011, p.133). The use of scaffolding will allow for periodic check ins

and immediate feedback from the teacher will help him complete his work with confidence

which is an area that requires strengthening.

The last principle in Universal design for learning is ‘Multiple means of engagement’ which is

primarily focused on the provision of support and motivation to students by providing them

with choice (Meyer et al, 2012). Providing students with choice is significant as it allows for

students to practice self-regulation and autonomy which is important for the student observed

as well as other student with special needs, particularly students with ADHD. The adjustment

to the lesson plan sees the teacher providing a structure of the lesson allows students to know

what activities they will be undertaking during the lesson, providing the choice to work in pairs,

allow for the use of technology to complete activities, allow for movement around the room

when coming up to the board and pairing up to complete activities as well as including
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discussions as part of completing activities. English et al has identified these practices as being

a critical influence for willingness to learn, positive responsive behaviour and engagement. This

form of approach is based on ‘choice theory’ which provides students with choice and

autonomy in choosing how they will complete the activities resulting in positive learning

outcomes (Lyons, Form and Slee, 2014). This will ensure that the student’s interest is not lost

which will help maintain his engagement in the lesson to achieve a positive and effective

learning experience. Student engagement is also influenced by feedback which is implemented

in the adjustment to the lesson. This is beneficial as it allows the students efforts to be

recognised and contributes to the increase in students self-confidence as emotion is an

important dimension in seeking, giving, receiving and use of feedback’ (Molloy, 2012) which

plays a significant role in the learning process impacting on the students emotional wellbeing

(Molloy, 2012, p. 51).

A predominant difficulty for students with ADHD is the difficulty in management and

organisation skills which was evident in the observed student’s case where he often does not

entirely complete class activities as well as misplacing worksheets required over two or more

lessons. Clear rules as well as advanced planning are essential for teachers of students with

ADHD as these students are more likely to effectively respond when teachers establish

procedures, set class routines and sustain a well organised learning environment (William and

Mary, 2017). A fundamental factor to consider for time management of activities which has

been included in the amendments is setting timers for students for different components of

the activity as this allows students to attempt every component of the activity even if they have

not finished completing the previous component. This ensures that the students are given the

opportunity to ask questions, seek help if required and make somewhat of an attempt to all

aspects of the activities. Students with ADHD usually like a moderate challenge (Johnson and
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Reid, 2011, p.64). Having a timer also challenges students to get work done in an efficient

manner where it becomes a thought of the students Vs the time which serves to maintain a

student’s motivation (Johnson and Reid, 2011, p.64). Further, teaching the student to use a

calendar for scheduling is affective as students have a visual plan to refer to (William and Mary,

2017, p.4). This can be carried out in the form of having a class calendar of activities,

assessments or events as well as an individual student calendar to be placed on the student’s

desk to help with time management and transitions. The lesson amendments include writing

the structure of the lesson on the board prior to beginning the lesson.

Losing worksheets makes it difficult for the student to pick up from where they left or even

recall what was completed in the previous lesson. To help eliminate this issue the teacher can

carry out a whole class approach where students have the option of sticking the worksheet in

their books or placing it in a folder to be kept with the teacher and brought to the next lesson.

To also create some variation, teachers may also provide worksheets through online means

such as google documents, available for future lessons and feedback. If these are implemented

within the classroom it would increase the students time management and organisational skills

where they can essentially be more productive.

Overall, the implementation of the Universal Design for Learning can be particularly effective

in inclusive teaching and meeting the needs of every student which may also be a challenge.

However, the use of UDL allows for the opportunity to effectively implement change within a

classroom and school environment to cater for the needs of diverse students (Loreman et a,

2011). The implementation of UDL principles creates a stepping stone to inclusive education,

equality and equity in learning. This is apparent in the mindful, literature supported
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amendments which have a major impact on students, leading to positive development of

knowledge, learning experience and well-being whilst ensuring inclusivity is upheld.

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References

Aron, L., & Loprest, P. (2012). Disability and the Education System. The Future of Children, Vol
22: (1), pp: 92-122. DOI: 10.1353/FFOC/2012/0007

Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal

of Special Education, 35(4), 202-208.

Heflin, Shewmaker, & Nguyen. (2017). Impact of mobile technology on student attitudes,
engagement, and learning. Computers & Education, 107, 91-99.

Johnson, C., & Park, J. (2015). Interventions for Attention-Deficit Hyperactivity Disorder: A
Year in Review. Current Developmental Disorders Reports, 2(1), 38-45.

Johnston, J., & Reid, R. (2011). Overcoming Executive Function Deficits With Students With
ADHD. Theory Into Practice, 50(1), 61-67.

King-Sears, M. E., Swanson, C., & Mainzer, L. (2011). TECHnology and literacy for adolescents
with disabilities. Journal of Adolescent & Adult Literacy, 54 (8), 569-578.

Kuyk, J. J. V. (2011) Scaffolding – how to increase development?, European Early Childhood

Education Research Journal, 19:1, 133-146, DOI: 10.1080/1350293X.2011.548965

Loreman, T., Deppeler, J., & Harvey, D. (2011). The case for inclusion. In Inclusive education:
Supporting diversity in the classroom (2nd ed., pp. 1-21). Crows Nest, Australia: Allen &
Unwin.
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Lyons, G., Ford, M., & Slee, J. (Eds.). (2014). Classroom management: Creating positive
learning environments (4th ed.). South Melbourne, Australia: Cengage Learning.

Martin, Andrew J. (2014). Academic buoyancy and academic outcomes: Towards a further
understanding of students with attention-deficit/hyperactivity disorder (ADHD), students
without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1),
86.

Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in
educational environments. Remedial and Special Education, 27(3), 166-175.

Meyer, A. H., & David, T. E. R. (2012). Universal Design for Learning in the Classroom. What
works for special-needs leaners: Guilford Publications.

Molloy, E. B. D. (2012). Feedback in Higher and Professional Education. Understanding it and

Doing it Well: Taylor and Francis.

Moore, S. (2007). Teaching Every Student in the Digital Age: Universal Design for

Learning. Educational Technology, Research and Development, 55(5), 521-525.

National, Center on Universal Design for Learning, (2012). The Three Principles o UDL
http://www.udlcenter.org/aboutudl/whatisudl/3principles

Vereb, Rebecca L., & DiPerna, James C. (2004). Teachers' knowledge of ADHD, treatments for
ADHD, and treatment acceptability: An initial investigation.(Research Brief; attention deficit
hyperactivity disorder). School Psychology Review, 33(3), 421-428.
 17456933 – Badrieh Al-Masri

Topic area: Food Festivals & Stage of Learner: 4 Syllabus Pages:

Food Trucks P.14,15,29, 39 and 40
Date: 2019 Location Booked: Computer Lesson Number: Week 2,
Laboratory LessoN 1
Time: 60 minutes Total Number of students Printing/preparation:
20 Resource 1 -Scenario
Resource 2 - Test your
Understanding Activity Sheet.
Feedback Slip.
Context: Information and Focus area of design: Marketing
Communication Technology And Desktop publishing

Outcomes Assessment Objective/Contents

Syllabus outcomes Lesson assessment Students develop:

DT4-3 Describes the impact of past, current - Understanding the impact of

and emerging technologies on the individual, past, current and emerging
society and environments. Diagnostic Assessment – Questioning to technologies on the individual,
DT4-4 Describe the work and responsibilities understand where students are at with society and environments.
of designers and the factors affecting their prior knowledge. - Knowledge and understanding
work. of the work of designers and
DT4-6 Identifies creative, innovative and the issues and trends that
enterprising design ideas and solutions influence their work.
Informal Assessment- Observation,
- Knowledge and understanding
questioning through class discussions. of and skills in creativity,
Life Skills outcomes
DTLS-2 Considers factors that influence innovation and enterprise.
Design - Establish and document the
DTLS-3 Explores the impact of past, current Formative assessment – Test your requirements and design
and emerging technologies understanding activity. considerations for a design
DTLS-4 explores the work of designers in project
terms of the benefits to the individual,
society and environments

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.2 Deep understanding 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order
1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning.
knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.5 Students’ self-regulation
explicit expectations and develops positive relationships between teacher and students
2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
3.6 Narrative
cultural perspective.
3.3 Knowledge
integration
102084 Inclusive Education – Theory, Policy & Practice Amar Badrieh Al Masri 17456933

Time Teaching and learning actions Organisation Centred T/S

(Minutes)
5 ➢ Students enter classroom and take a seat in front of Resources: Roll Teacher/Student
an available computer.
➢ Teacher asks students to log in to computers whilst
teacher marks the roll.
➢ Teacher to quickly remind students of the rules and
expectations in the classroom making reference to
visual rules hung up in the room, even could do in a
form of a quick random verbal quiz.
➢ Teacher shares with class the key learning concept
for the lesson. Writing them on the board clearly.
➢ Teacher to list the activities that they will cover in
today’s lesson.

15 ➢ Teacher leads a discussion on Foood Festivals and Teacher/Student

Food Trucks.
➢ Teacher writes questions on the board which Resources: Smartboard
include:
i. What is a food festival? Resources: Presentation
ii. Some food Festivals that happen around us?
iii. What is a mobile food truck?
iv. What makes an appealing/effective food
truck?
v. Where do we see food trucks?
vi. Food trucks in the past Vs current food
trucks, what has changed and what are their
impacts.
➢ Class discussion going through one question at a
time and putting answers on the board for students
to copy.

➢ Teacher leads a presentation on Food Festivals and

the use of Mobile food trucks in these events.
NOTE: Before presenting each slide, teacher
encourages discussion by asking the question to
students to get a feel of their prior knowledge and
understanding.

➢ What is a food festival?

➢ Some food Festivals that happen around us?
➢ What is a mobile food truck?
➢ What makes an appealing/effective food truck?
➢ Where do we see food trucks?
➢ Food trucks in the past Vs current food trucks, what
has changed and what are their impacts.
Students are encouraged to take notes in their books or
on their computers.

20 ➢ A scenario is presented to the students. Resources: Resource 1 – Scenario Student

➢ Teacher reads scenario to the class.
➢ Teacher asks students to pair up for the activity or
students can work individually.
➢ Students are to choose a location to set up the food Resources: Scaffold
truck and include the factors that will affect the
Video on foodtrucks
design of the food truck.
102084 Inclusive Education – Theory, Policy & Practice Amar Badrieh Al Masri 17456933

➢ Teacher to present the class with a video on food

trucks, their designs, factors affecting the design,
locations, functions etc.
➢ Teacher to present scenario to class
➢ Teacher to analyse and break down the task with
the students, creating smaller tasks and outlining
what is expected.
➢ Teacher and class to create a brainstorm of the
elements they need to include/consider.
➢ Teacher to provide a scaffold for the task.
➢ Students to conduct some of their own research
regarding factors that affect designs of a food truck
and present the findings in the activity.
➢ Teacher sets a timer for each component of the task
scaffold, allowing students to at least make an
attempt all parts.
➢ Students are to hand in their activity to be kept in a
folder with the teacher as the activity will also be
required in the next lesson.
15 Test your understanding Activity Student

➢ Students will be presented with two images of Resources:

food trucks.
➢ A worksheet will be distributed, and students ➢ Resource 2 - Two images of
will choose which food truck they believe is food trucks & Worksheet
effective and justify their decision. Activity
➢ Class discussion on some justification provided ➢ Computer access
by students. ➢ PEEL Scaffold
➢ Students are asked to conduct their own
research to find an effective food truck design
as well as an ineffective food truck design.
➢ Students are then to justify their choices.
➢ Supply students with a PEEL scaffold to assist
them in writing their justification.
➢ Students are to submit their work on google
classroom for feedback.

5 ➢ Teacher gives a short summary of topics discussed Resources: Teacher/Student

in class.
- You should now know what a food truck is, its use, ➢ Feedback Slip
what makes factors effect designers when ➢ Interactive Whiteboard
designing a food truck and what makes an effective
food truck.
➢ Teacher to give overview of next lesson topic: Menu
designs
➢ Student to complete feedback slip and place in box
upon exiting the classroom.
➢ Teacher asks students to each come up to the board
and write something they have learned in the lesson
or something they hope to improve on next lesson.
➢ Teacher to choose some comments that stand out
and lead a relevant class discussion.
➢ Teacher to save the students comments as means
feedback.
Reflection

What have I learned about the teaching and learning process when preparing this lesson?