The lessons are planned by applying Universal design for learning (UDL).

Through

implementing UDL to classroom learning, all students are encouraged to take, absorb, and

express information in a manner that is most convenient for them. It increases everyone's

learning experience and helps every student develop his or her subject knowledge without

the limitations of the traditional classroom (Nisbet, 2019). The UDL framework is certainly

relevant for children with autism with their unique qualities and challenge profiles (Roberts

& Webster, 2020) and positive attitudes towards inclusion were therefore described as

another necessary component for the successful inclusion of ASD students (McGregor &

Campbell 2001 as cited in Humphrey & Symes, 2013). The important component of UDL is to

incorporate evidence-based realistic approaches and to assess their effect in inclusive and

constructive learning and interaction environment using specific needs and assessment

knowledge as a planning basis (Foreman & Arthur-Kelly, 2017).

Part 2: Lesson plans using Universal Design for learning principles:

Colour Codes:
Multiple means of representation | Multiple means of expression | Multiple means of
engagement

Topic area: Graphic technology Stage of Learner: Stage 4 Time: 60 minutes

Lesson 1

1|SID 19897888
Tim Teaching and learning Barriers UDL solutions
e strategies

0-10 Call Class Roll Attention transitions Lesson overview on the

Interactive Whiteboard (IWB)
Teacher welcome with explicit and detailed task
learners information, time limits,
transitions
Lesson overview
verbal instructions

10 Do now activity Difficulty in literacy

YouTube video on And Product Teacher will Google slides to

product package packaging designing display information on the
designing interactive whiteboard about the
activity.
https://www.youtube.co
m/watch?v=eJ6lb3c506s

Extra sheets with some key terms

to form sentences will also be
Hand out sheets of KWL provided.
chart

30 Research and group Difficulty Students have options of choosing

discussion independently using any product for package design
technology such as a toy with batteries, food
item, telescope, computers or
shoes etc.
Students will form groups
of 2-3 and do research on Lack of motivation
the internet or books
about product package Students do discussion in groups
designing. of 2-3
Making connections

in a group
Teacher will individually help
students who need extra
assistance.

Teacher gives options to students

to either participate verbally or

2|SID 19897888
 write on a paper in-group
discussion.

50 Reminders and pack up Memory Students ask questions and

teacher provides extra assistance
individually.

Teacher verbally tells Difficulty carrying

students and provides a out tasks Teacher appreciates students for
sheet to inform them actively participated.
that they will bring an
empty package of any
product they may find at
home. Teacher dismisses class

Topic area: Graphic technology Stage of Learner: Stage 4 Time: 60 minutes

Lesson 2

Time Teaching and Barriers UDL solutions

learning strategies

0-15 Teacher welcome Attention Lesson overview on the Interactive Whiteboard

learners transitions (IWB) with explicit and detailed task
information, time limits, transitions
Lesson overview Difficulty
rememberi verbal instructions
ng

Class Discussion on
the preview lesson Students put their hands up to speak and give
information others an opportunity.

15 Do now activity Understand

ing difficult
Kahoot quiz words Teacher will provide information on the
interactive whiteboard about the activity.
on product
packaging
designing with Following
images game rule Students have the option of playing the quiz
individually or in groups.

3|SID 19897888
 answering
on time
Class will discuss the answers during most of
the quiz

25 Compare and Difficulty in Teacher will show examples of comparing and

contrast activity forming contraction on the IBW with images
sentences

Teacher explains Students will choose the product packaging of

how to compare Motivation their interests
and contrast with
examples

Each table will get 2 Initiation Scaffolding sheet with sentence forming and
product packaging vocabulary will be provided
to do the task
Complex
tasks

45 Feedback and pack Difficult in Teacher provides extra assistance individually in

up completing completing tasks.
task
Exit slips Exit slips will have an emoticon to express how
students feel

Part 3 – Critical reflection

The three-lesson plans for product package design are compiled using the Universal
Learning Design (UDL) framework. The coherent lesson plans start with a lesson outline,
which provides Josh and all of the other students in the class a detailed overview of the
learning process with explicit information on the tasks and durations on the interactive
whiteboard. Collaborative learning approaches are being used in the lesson plans, to give
students with Autism spectrum disorder (ASD) the option of engaging with their peers to
develop positive relationships and to learn from each other. In order to thrive socially and
academically, positive interactions and ongoing support from teachers and other staff

4|SID 19897888
members are established in the three lesson plans so that students with ASD and other
disabilities will not struggle to cope with others in an inclusive classroom. ULD Lessons
preparation aims to recognize multi-functional solutions while at the same time addressing
barriers from the outset of accommodating for a diverse group of students. Environment
plays a crucial role in success of any strategy in a lesson plan and we have to provide extra
assistance, multiple choices, and liberty of speech, expression, and access to various
educational resources to encourage students. Whilst offering Josh the flexibility to work
with a space-related concept (in the form of package design for a space-related product
such as a telescope, tiny planetarium), we give him a chance to build confidence, actively
participate and share his ideas with others.

Part 4 – Report for stakeholders

It is a delight to watch the progress that Josh is making both socially and academically, with
the support of peers, teachers and other staff members. The behavioural issues that Josh
poses are continuing to improve with the help of strategies to engage him in classroom
activities and encourage his interests. While he still finds it difficult to self-regulate his
behaviour, he shows signs of progress with the inclusion of cue cards.

5|SID 19897888