Excerpt Inclusive Education Theory Policy and Practice Assessment 2 Lesson Plan

The changes presented in the lesson plan follow the three pillars of UDL. We find that

engagement in the lesson finds its’ purpose as to ensure students have the task outlined to

them, in a sense that they are not rush. At the beginning of the lesson, as the teacher, Alex

and the class will be engaged in a short discussion and breakdown of the lesson and activity

ahead. For Alex, and the original lesson plan, he will not be rushed into the activity as

originally scheduled. Towards the end of the lesson, engagement occurs again ensuring

students can recall information from the activity when submitting their work. Student’s

recalling information they have learnt shows that they have been listening and completing

tasks.

This shifts into the representation of the work required. Utilising a scaffolded approach in the

changeup, UDL has shown us that providing support and additional steps for students assists

in the students to reduce feeling overwhelmed whilst at the same time doing the same levels

of work. During the lesson, UDL occurs through representation as the method of instruction

as scaffolding provides the entire activity into components. The final change is involved with

expression. For Alex, this is a major issue in his classwork and assessment. Opening the

methods of expression for the activity can ensure the responsibility of learning shifts onto

Alex. Alex could be more comfortable creating a presentation as he is a confident speaker in

front of the class. For the entire class, they can too choose the methods they feel strongest in

completely.