Stephanie Laguna 18344514

Inclusive Assessment 3 - Use of UDL to inform effective classroom inclusion

Part 1:
Student Profile
David is a year 8 student diagnosed with level 1 autism. He has an exceptional understanding of planets
and space related concepts and enjoys the practical side of science. David’s interests include astronomy
and astrophysics – for which he uses his telescope to explore this passion - and jumping on the trampoline
at home. He also has a fascination with obscure objects like batteries, toothbrushes and magnets. David
often engages in repetitive movements and stroking/rubbing objects and people around him which
distracts both himself and others from classroom activities. Unfortunately, this disruption has increased to
roughhousing with peers and he will not stop when asked. This has become a significant issue in Science as
he is currently disengaged in his learning. It has also been noticed that David has limited hand eye
coordination which effects his fine motor skills, can be intolerant of unexpected changes to routine, and
occasionally has tantrums which distract from classroom learning. Therefore, methods to improve David’s
engagement and participation in classwork must be implemented to support his interests and ensure he is
included in all lessons.

According to UK National Autistic Society (2017) some strategies beneficial to students with autism include
providing structured learning environments, incorporating student interests, communicating with the
family and utilising time out cards. Within the lessons I have designed, a structured learning environment
was implemented via seating plans, upholding classroom expectations and rules, and providing lesson
goals and intentions at the commencement of the lesson. David would benefit from this as he enjoys clear
instructions. This would also benefit the remainder of the class as it propositions goal setting throughout
the lesson. This is essential to student learning as it allows students to set personal goals as well as check
off the lesson objectives, in turn building their self-determination (CAST, 2018).

The implementation of Universal Design for Learning (UDL) strategies are essential in benefiting the
inclusion of all students. The UDL framework suggests that no student is an ‘average’ learner and intends
to address 3 principals based on what learning is: incorporating multiple means of engagement,
representation, and expression (Martin & Milton, 2016). Aligning with UK National Autistic Society (2017),
the UDL framework recommends knowing students’ strengths and weaknesses and providing targeted
goals to engage students in the classroom. This is done by incorporating various diagnostic brainstorm
activities to link previously known concepts to new scientific concepts, which can also spark interest of
David and his peers. It also suggests creating and following a clear outline of class rules and routines and
grouping learners with similar interests together (Foreman & Arthur-Kelly, 2017). By establishing a clear
consistent routine of outlining the lesson overview and learning intentions, goal setting is encouraged, and
the purpose of the lesson is clear (Burgstahler & Russo-Gleicher, 2015). By implementing these approaches
together in my class, students can work collaboratively to reach the lesson goals.
Within my lessons multiple means of representation to explain activities, and multiple means of expression
for students to present their learning, should improve engagement and encourage participation
(Burgstahler & Russo-Gleicher, 2015).This may be beneficial for David as he often engages well with
documentaries and informative videos more than teacher lectures and also verbalises concepts well, but
has trouble writing things down coherently. So forth, by the option to type or verbally record answers
provides a record of student work and does not strain David’s hands. The diversity of this strategy would
also be beneficial to other students in the class, as a ‘one size fits all’ approach is not beneficial to the
majority of students (Nisbet, 2019). Thus, this approach would positively inform the learning for all
students.

Moreover, adjustments to implement more inclusive learning strategies surrounding the delivery and
expression of lessons has been considered also. My lessons incorporate some pace related themes and
incorporation of David’s curiosity in objects, provides opportunities for group presentations of learning,
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and provides multiple means of content delivery and participation. As such, the implementation of these
UDL strategies should boost engagement and participation from all students, especially David (CAST, 2018).
By implementing these approaches, David should feel more engaged in the lesson and it will encourage
group participation in peer-based activities, therefore encouraging social and academic inclusion within the
lesson.

Part 2: Lesson Plans with UDL implementations:

Multiple means of engagement
Multiple means of representation
Multiple means of action/ expression
Lesson 1
Outcomes: CW4, SCLS-4WS, SCLS-5WS
Time Teaching and learning actions
10 Lesson objectives and instructions are verbally stated and present on the whiteboard for students to copy digitally or in
min workbooks
Lesson overview
The lesson will be on the freezing points of water, saltwater and sugar water.
Explain safety procedures of the experiment before commences.

Class brainstorm about the term “Freeze”

Diagnostic testing. Students complete on laptops or in books

Guiding questions
What comes to mind when you think about the word freeze?
How might this relate to the topic chemical world.
How does something freeze?
Why does something freeze?
Link to space to engage student interest (we know it’s very cold in space, how would the cold impact substances like
water?)
What happens when something freezes? (particles become closer together and a liquid changes state, into a solid)

20 Investigation groups - 4-5 students.

min Students roles:
timer (keeps track of the time)
recorder (writes down results)
handler (mixing the solutions together)
retriever (takes and places the test tube rack in the freezer)

Provide verbal instructions for the practical + written method investigation worksheet + diagram of set up. Students
make predictions about the three solutions before and during the practical.
Students fill in the scaffolded investigation worksheet (paper or digital) and complete practical and record the results

Introduce the foam spheres labelled as the elements: Na (Sodium), Cl (Chloride), C 12H22O11 and H2O to each group (or
online simulator). The physical model allows students to visualise elements and compounds.
Students identify the common names of elements and compounds of chemical symbols on the foam spheres. Referring
to their periodic table for guidance.

15 Research
min Video representation of why salt reduces the freezing point of water with similarities to the foam models
https://www.youtube.com/watch?v=JkhWV2uaHaA with closed captions
Students answer questions about how these elements impact on freezing points and link their explanation to their
experiment (discussion + written/digital notes)

Discussion + evaluation of the practical.

10 Discuss predictions and errors from each group and compare with class.
min Correct misconceptions.
Discuss if dissolving salt and sugar is a chemical change or physical one (refer to the experiment and foam models)
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Identify the correct formula for saltwater and sugar water
Explain how the freezing point of water is reduced using the foam spheres.
Discuss and compare the video with the experiment the student preformed and demonstration with the class.

Lesson 2
Outcomes SC4-16CW, SC4-17CW, SCLS-22CW, SCLS-23CW
:
Time Teaching and learning actions
5 Lesson objectives and instructions are verbally stated and present on the whiteboard for students to copy digitally
or in workbooks

Lesson overview
Teacher outlines the flow of the lesson
TWLH chart, YouTube video, defining terminology, interactive quiz, research, recap of lesson
5 Teacher demonstration of different mixtures:
Soil in water, Wood chips/bark in sand, sugar in water.

Students create a TWLH chart and fill in T and W. Discuss. (Teacher writes down and verbalises some of the
“WANT to know” questions that the students formulate to incorporate into future lessons/address in the current
lesson).

Teacher Engages students with the aim of the lesson: learning the methods of separation to separate mixtures.

5 YouTube video
https://www.youtube.com/watch?v=jA0PzblYPUM
As a class, watch the video on mixtures. (slow to 0.75 speed, provide CC or allow students to watch individually to
cater to diverse needs)

Discussion on main points of the video (students discuss, write or digitally note)
What did you find interesting?
What did you find confusing?
What did you learn?

10 Explicit teaching (Explain Phase)

Define scientific terminology in PowerPoint

Students write down or type and relate each terminology back to the video or to any ‘Think You Know‘s’ they
came up with to strengthen their learning.

10
Problem solving Quiz
Students apply knowledge of new terms to the mixtures at the front of the class.
(This aims to engage students and improve confidence decisions/answering q’s.)
Quiz questions are verbally stated and presented in the Powerpoint

Left side of the room/hands down = heterogeneous

Right side of the room/hands up = homogeneous.
Teacher holds up/points to a mixture and students move according to their answer.
- A ‘bonus round’ includes images of unconventional mixtures (chocolate chip cookie) to challenge the
students.
Similar quiz is repeated for the terms ‘mixture’ and ‘solution’

20 Research
Students research specified separation techniques and write short descriptions of how they work + diagram + how
we use them in the community/local industry
Students may choose to write, verbally record, type, use online images ect to present their research
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5 Lesson Recap
Question class about new terminology, examples of separation techniques, how they work, where we use them in
everyday life. Teacher provides specific feedback to student responses.
Students note digitally or written in books

Lesson 3
Outcomes: SC4-14LW, SCLS-17LW, SCLS-18LW, SCLS-20LW, SCLS-21LW
Time Teaching and learning actions
Lesson objectives and instructions are verbally stated and present on the whiteboard for students to
copy digitally or in workbooks
10 minutes
Lesson overview:
Learn how to use a microscope to view animal and plant cells.
Identify structures of plants and animal cells.
Describe the function of various Eukaryotic cell structures.

Teacher outlines timing and lesson activities:

How to use a microscope
Swabbing cheek cells
Mounting a slide
Completing prac related questions

5 minutes Teacher demonstrates safety of how to hold/transport a microscope when moving it (holding one
hand at the base for stability and one hand at the back Not holding it via the eyepiece as it could
break or damage the microscope) and provides written guide.

Students form groups of 2 or 3. 1 person from each group (3 groups at a time) to get a microscope.

Diagnostic assessment:
Has anyone ever used a microscope before or know how to use a microscope? (these students may
help demo)

Microscope diagram is projected on whiteboard/handed out as a hard copy/available on google

classroom. Students highlight key parts:
15 minutes On/off button
Light intensity knob – adjusts light strength
Eyepieces – see through
Objectives – magnification
Fine and course focus knobs - focusing
Stage – where the slide goes

Teacher demonstration + written guide

How to focus microscope on a premade slide.
1 Put slide on stage
2 Starting on lowest magnification, use course and fine focus until image is clear.
3 Move to next highest objective
4 Use fine focus knob until it’s in focus
5 Next objective. Repeat step 4

Students complete scaffolded risk assessment digitally or written.

Ensure all students can focus a slide to ensure everyone has understood the skills, helping those who
are confused/stuck and providing feedback

Method of practical is explained through the investigation scaffold.

Teacher describes the activity and safety while students read along
- Broken glassware.
- Methylene blue (don’t get into eyes).
- Do not touch/use any swab except your own.
- Wear safety goggles and gloves.

Students follow procedure and undertake practical

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15 Teacher monitor groups and provide positive feedback on their effort, question the students and
encourage reasoning for thinking.

Students observe cells through the microscope, draw/digitally develop scaled diagrams of their cells
on the practical scaffold sheet, and answer the questions.

Students include the identification of each visible structure and the calculated scale bar.
- Plant cell – cell wall and chloroplasts
- Animal cell – cell membrane and nucleus
(Scale bar calculation provided within the scaffold)
Conclusion Class Kahoot
Formative assessment of lesson
10 minutes Teacher pauses and goes through the all answers especially incorrect answers providing specific
feedback.
Teacher discusses how learning intentions were met and summarises the lesson’s learnings swiftly.

Part 3:

The three science lesson plans actively implement practices meant to engage students in their learning and
so, actively implement Universal Design for Learning practices to do this. Through use of multiple means of
engagement, expression and representation, as well as catering to student’s additional needs and
strengths, students thrive alongside their peers.
Multiple means of engagement were implemented in a way that connected to David’s needs and interests
in the living and unexplored world and minimised his tendencies to distract peers. By establishing a clear
consistent routine of outlining the lesson overview and learning intentions, goal setting is encouraged, and
the purpose of the lesson is clear. Incorporating various diagnostic brainstorm activities to link previously
known concepts to new scientific concepts also sparks interest of David, as well as his peers.
Multiple means of representation were also imperative in formulating these lessons as the preconceived
notion that all students learn the same is false and so reasonable accommodations should be made to
provide these students with the most inclusive education possible. This was done by utilising verbal,
written, and visual forms of presenting concepts and providing students with important information in
multiple formats for them to follow at their own pace. Similarly, students may choose to answer questions/
tasks in a mode that suits their interest or strength so as not to disadvantage them. David tends to have
issues writing responses to questions as a result of his poor fine motor skills, this is combated by allowing
students to type or verbally record their answers. In this way, the tasks are completed and there is still a
record of their work.

Moving forward, the addition of time out cards may also be beneficial for David due to his tendency to
engage in rough housing or tantrums during class. This would give him time to see the wellbeing officer
and calm his mind. The implementation of this tool allows students to separate themselves from
overwhelming situations and reflect before returning back to the lesson (CAST, 2018) which could ease the
classroom climate for all students.

It is possible that the introduction of a sensory object for David to use during listening time within lessons
could redirect David’s need to touch other people and objects around him and allow him to focus on the
flow and context of the lesson (Larkey, 2015).
Sensory objects have also been found to increase student attention by focusing their repetitive movements
or habitual fidgeting into one object. In conjunction with rules regarding set times to use these sensory
objects, these instruments can calm students, reduces stress, and decrease distractions, therefore
increasing their readiness to learn and promoting good behaviour (Larkey, 2015). In David’s situation, this
could also reduce his tendency to distract his peers and improve his focus on classroom tasks.
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Finally, communicating with family is also extremely important as it informs teachers to the interests and
challenges that students may be facing and allows for new strategies to be explored. Parents or carers
often shed light on student interests, participation and reducing distractions (Martin & Milton, 2016). In
this circumstance, David is highly interested in astronomy and we can use this interest to exemplify various
scientific concepts and topics to increase his engagement in activities and provide an authentic learning
experience.

By observing students with additional needs, I have noticed that simple changes to teaching practices can
make a significant improvement to the quality of learning students receive, as well as make students feel
more included in the classroom and more responsible for their own learning (CAST, 2018). By including
student’s parents, learning support officers and councillors in the conversation about students learning, a
huge difference can be made to improving students’ learning environments and ensuring a positive
education.
Inclusive education has taught me that every student has the right to a quality education, and they should
not be segregated and treated as though they are less than their peers due to their need for extra support.
By taking the initiative to ensure students have a quality education, a student’s outlook towards schooling
will be vastly improved.

Part 4:

Update on David’s Learning Journey

Dear Mr and Mrs David,

David’s outlook on school has always been positive and the charisma he brings to the classroom is always
uplifting. As you know, changes in teaching strategies have been implemented in hopes of improving
David’s performance further and the following changes have provided valuable insight to future
recommendations for David.
Implementations:
- Consistent classroom routine
- Multiple means of expression
- Multiple means of representation =
- Multiple means of engagement via Incorporation of David’s Interests

A consistent classroom routine, consisting of lining up, greeting the class, writing up learning intentions
and explaining the flow of the lesson has been employed. This simple measure has significantly minimised
surprise disruptions from David and has provided him with clear learning goals for the lesson, although
there is occasionally still stroking and rubbing of various objects and people during class time. A
conversation with the school wellbeing team has provided the idea of implementing a sensory item to
reduce this.

Providing verbal, written and visual stimulus has seen an improvement in David’s engagement, especially
regarding demonstrations and video tools as he is able to pause or rewind as needed when working
independently. Moreover, allowing David to utilise typing or voice recording has also increased his work
ethic. However, as exams are coming up, it is possible a support officer could support David with written
responses to best suit his needs.

Incorporating David’s interests through analogies and extension research opportunities has increased his
participation in questioning and answering during class. As a result, he also seems more engaged as he can
link prior knowledge to a variety of concepts. David’s keen interest in unknown scientific concepts has
boosted the class’ enthusiasm towards science. This has also led fellow peers to seek help from David
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which has allowed new friendships to bloom. David’s interest in science and relationships with students in
class have grown and as a result, he seems significantly more comfortable in class and less distracted.

Moving forward, possibly introducing a sensory item to focus fidgeting and stroking to one particular
object and introducing a support officer to supplement writing could be beneficial for David.

Please do not hesitate to contact myself, the wellbeing team, or the principal for any further conversations.

Kind Regards,

Miss Stephanie Laguna

Science Department
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REFERENCES

Burgstahler, S., & Russo-Gleicher, R. J. (2015). Applying Universal Design to Address the Needs of

Postsecondary Students on the Autism Spectrum. Journal of Postsecondary Education and

Disability, 28(2), 199–212.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org

In the classroom. (2017). National Autistic Society.

https://www.autism.org.uk/professionals/teachers/classroom.aspx

Foreman, P., & Arthur-Kelly. (Ed.). (2017). Inclusion in Action (5th ed.). Cengage Learning

Larkey, S. (2015). Using Sensory Toys to Improve Learning and Behaviour. Sue Larkey Learning Media.

https://suelarkey.com.au/wp-content/uploads/2015/05/Tip_Sheet_-

_Using_Sensory_Toys_to_Improve_Learning_and_Behaviour.pdf

Martin, N., & Milton, D. M. (2016). Autism and Intellectual Disability in Adults Volume 1: A Pavilion Annual

2017. Pavilion Publishing. http://www.myilibrary.com?id=998060

Nisbet, J. (2019). Universal Design for Learning: Principles and Examples for 2019. Prodigy.

https://www.prodigygame.com/blog/universal-design-for-learning/