Inclusive Education - Theory, Policy & Practice Assessment 2

Part 1. Universal Design for Learning

A fourteen-year-old boy named Jonathan is currently in year eight He has been

found to have dyslexia and displays behavioural issues that are associated with the
disability. Dyslexia is a specific learning disability that has neurobiological origin and
is described by the presence of reading difficulties with inaccurate recognition of
words, poor spelling and decoding abilities (Bonacina, Cancer, Lanzi, Lorusso &
Antonietti, 2015). The prevalence rate of dyslexia is estimated to be between 5-10% of
students, and as such, it has been estimated that teachers are expected to have
between 1-5 students with dyslexia in the classroom (Knight, 2018). Students with
dyslexia exhibit a deficit that impacts their abilities to decode and they may
encounter difficulties with co-ordination, motor skills and sequencing (Waterfield
Judith, 2002). As observed, Jonathan has difficulty in reading text, spelling,
pronouncing words and writing. He also has issues with spoken language, for
example, he has difficulty to clearly express himself and/or completely understand
what other individuals mean when they communicate. This observation is supported
by Bell (2013) which highlights that students with dyslexia may experience difficulty
when exposed to more complex language skills such as writing essays, understanding
grammar and textbook material. Moreover, Jonathan experiences challenges in
processing visual information of great amount of text. This observation is evident by
Sigurdardottir, Fridriksdottir, Gudjonsdottir and Kristjánsson (2018 ) suggesting
that students with dyslexia may have issues with high-level visual cognition – they
may have difficulty with making sense of what they see.
Due to the increase in inclusive education, students with dyslexia are
increasingly being educated in mainstream classrooms. As such, teachers are
required to design lesson plans that recognise the strengths of all students including
those with dyslexia to allow them to achieve their optimal potentials in the
classroom. As observed, Jonathan’s strengths include working with technology and
electronic devices. He becomes very enthusiastic and engaged when attending
musical classes and he would often participate in classroom discussions and
complete tasks on time. In addition, Jonathan becomes engaged when participating
in numeracy tasks, physics and game-based learning such as sports and video games.
Waterfield Judith (2002) states that students with dyslexia may display aptitude for

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technology, visualising global ideas and making connections, and they may require
concrete examples and practice for understanding. Waterfield Judith (2002) also
explains that dyslexic students can be artistic, imaginative or have musical abilities,
and they may be flexible at problem solving as well as have excellent spatial
awareness. When Jonathan is provided with the opportunity to practice his creativity
and strengths in classroom activities, he most likely becomes engaged and interactive
with others and respond positively. However, he may exhibit behavioural issues such
as anger and low self-management when he is not engaged in classroom activities
and/or discussions. In most of his classes, Jonathan displays behaviours of
frustrations, tearfulness and negative talk about himself, and becomes angry when he
is required to complete school tasks. In addition to these, the distractive and
disruptive behaviours he displays may indicate that he is unresponsive to classroom
work. Thus, the underlying reason of Jonathan’s behavioural issues is most likely due
to the avoidance of reading, writing or even answering questions in the classroom
(Einar, Anders, Jim, & Kenneth, 2001). Einar et al., (2001) suggest that students
with dyslexia display behavioural issues in the classroom as a coping mechanism and
they often use a variety of ways to avoid reading, writing or spelling, merely because
they realise the challenges they experience with language.
The concept of Universal Design for Learning (UDL) has developed based on
the importance of creating a positive learning environment in providing the learning
needs of all students, including those with disabilities (Kortering, Mcclannon &
Braziel, 2008). In accordance to the Centre of Applied Special Education
Technologies (CASET), UDL aims to offer options and/or choices for students
with different abilities, learning styles and backgrounds, to make the
curriculum more applicable and accessible in the widely diverse learning
contexts. Hence, UDL does not mean that one-size-fits-all however, it
proactively addresses the unique learning requirements of every student in
today’s inclusive classrooms (Kortering et al., 2008; Marino et al., 2014 ). There
are three fundamental principles that are important for the implementation of UDL,
these include; (I) multiple means of representations, (II) multiple means of
expression and (III) multiple means of engagement. An educational design that takes
into consideration the diversities of students may possibly remove the learning
barriers of all students and improve the chances of addressing their learning needs
(Lopes-Murphy, 2012). Therefore, it is argued that teachers are required to know the

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three principles of UDL and be able to utilize them in their classroom settings
(Marino et al., 2014).
Principle one, multiple means of representation is based on the idea that
teaching content materials to students may involve multiple teaching approaches
that offer the same area of focus in multiple ways and at multiple times. Students
who have learning differences and other disabilities face number of obstacles as they
enter mainstream schools therefore, the implementation of this principle provides all
students with the opportunities to develop their understanding of the content
material by obtaining different learning strategies that are applicable to students’
learning needs (Capp, 2017).
Jonathan’s learning needs can be met, and his behavioural issues can be
reduced when teachers implement multiple means of representation in inclusive
classrooms. A multisensory instruction is an approach involves teaching
students via the simultaneous stimulation of more than one sense at a time, and
as such, this method of teaching can benefit the learning needs of Jonathan who
has dyslexia as well as other students in the classroom (Oakland, Black,
Stanford, Nussbaum & Balise, 1998). An example of a multisensory teaching
strategy is the assistive technology approach such as a computer-assisted
training named Rhythmic Reading Training (RRT) which combines exercise
with rhythm background that stimulates the auditory senses of students.
Findings of research propose that rhythm supports the improvement of reading
skills such as speed and accuracy, and this is due to the temporal structure that
rhythm imposes to word decoding (Bonacina et al. 2015). In addition, Bonacina
et al., (2015) also state that musical expertise positively influences the language
and literacy skills in both normal reading students and students with dyslexia
thus, implementing UDL.
Since Jonathan enjoys participating in video games, educational video
games such as remediation, dynamic scripting and play prediction are another
approach that promote the implementation of UDL in curricular material. This
teaching strategy uses multiple means of representations which provides
students with alternative representations of complex phenomena and
vocabulary and allow them for repeated practice opportunities (Marino,
Basham & Beecher, 2011). These educational video games can provide
opportunities to identify player’s choices, and students can change the game to

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meet their particular learning needs. This approach enables students to make
connections among the virtual world in the game and their in-class experiences.
Findings of research support the concept that integrating educational video
games in teaching strategies can increase students’ knowledge transfer between
virtual and classroom education, and promoting engagement and collaborative
learning to all students, thereby implementing UDL (Marino et al. 2014).
Moreover, as Jonathan was observed to be a concrete thinker and likes kinetic
tasks therefore, using experiments in teaching concepts is a multisensory
learning approach where students with and without dyslexia can well assimilate
what they see and experience; and are required to physically move around the
space. This approach does not only benefit students with dyslexia, but also
students who have issues understanding abstract concepts thus implementing
UDL in the classroom (Bonacina et al. 2015). Scaffolding instructions is another
strategy to represent materials and content to students. This approach is
beneficial for Jonathan as well as his peers, as it requires from teachers to
provide scaffolding as well as supports to complement transcribed instructions.
Scaffolding instruction is an essential approach that provides supportive
learning environment to all students regardless of any disability (Hall, Meyer &
Rose, 2012).
Principle two, multiple means of expression and action are underpinned by
the notion that there are variety of ways by which all students, irrespective of
disability, can demonstrate their understanding and knowledge of the content,
and the methods by which they use to complete their classroom tasks (Capp,
2017). Implementing student direction in the classroom by providing students
with the opportunity to choose their preferred methods of representing their
understanding and knowledge can increase students’ learning outcomes by
encouraging self-determination and allowing them to use their self-strengths in
the classroom (George, 2007). Moreover, encouraging all students to
demonstrate their skills and knowledge in ways other than traditional exams
and tests by applying multiple means of response approach can help students to
overcome learning barriers, such as reading out loud the answer or writing by
hands (Hall et al., 2012). Since students with dyslexia including Jonathan have
strength in technology, they can be provided with the chance to utilize their
technological devices to download the many available applications such as

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discussion boards or blogs, virtual clickers, voice recognition software, audio
recording or alternative keyboards, and other methods that can help them to
express themselves in different modalities (Reid, Strnadová & Cumming, 2013).
These technological methods are effective in supporting the educational needs
of students with dyslexia. In fact, research by Reid et al., (2017) suggest that the
multiple modes of instruction and assessment reduce behavioural issues in the
classroom, and enhance the performance and learning for all students,
regardless of disability, thereby implementing UDL in the classroom.
Consequently, when technology is utilised and customised appropriately, it can
align with UDL by providing multiple means of engagement to the classroom
therefore, benefiting all students and providing them with the experience where
they express themselves in the modalities that they are strongest in (Reid et al.,
2013; Capp, 2017).
Principle three, multiple means of engagement is based on the idea that
there are a variety of pedagogical strategies that teachers can use to maintain
students’ engagement in their learning. This principle involves the ‘why’ or the
motivation of learning, and both students and teachers can work together by
building a classroom environment that is supportive, challenging, appreciative
and inclusive (Capp, 2017). Since it is stated by Waterfield Judith (2002) that
students with dyslexia may display aptitude for making connections and visualising
global ideas and they may require concrete examples and practice for understanding;
teachers can address the multiple means of engagement principle by providing
students with the chance to learn content materials in applicable and realistic
ways where learning goals and activities seem relevant and valuable to the
learners (Capp, 2017). This can be achieved by linking content to real world
examples and situations where students are able to identify with. This is a
successful approach in ensuring that activities are authentic hence, providing
students with a sense of purpose, increasing their interest and making it easier
for students to connect classroom materials to their background knowledge.
This an effective approach for all students, including those with learning
disabilities such as dyslexia (Capp, 2017).
Another method that teachers can use to support multiple means of
engagement is to provide support to students with their abilities to regulate
their learning and cope with their own emotions thus, creating lifelong learners.

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Teachers can encourage students to set personal goals to help them increase
their self-motivation by using checklist, notes rubrics, prompts, and other tools
to support self-regulatory and on-task behaviours. Thus, motivating all students
including those with learning disabilities such as dyslexia to develop their own
goals, maintain their progress and self-assess their level of skills (Trostle,
Favazza & Dalton, 2012). Furthermore, students may contribute to the
implementation of this principle in the classroom by participating in classroom
activities in a manner that they think is suitable to their learning style, for
instance, completing tasks in pairs, in a small group or individually ( Hall et al.,
2012). Since Jonathan becomes engaged when participating in classroom
discussions, teachers can facilitate students’ collaboration by encouraging
classroom discussion in which students will be provided with the opportunity to
express their understanding of the content and share any concepts of the topic
that interest them the most (Hall et al., 2012). Students with dyslexia such as
Jonathan may have issues with vocabulary and background knowledge,
therefore, teachers may consider giving them additional time to answer
questions and/or participate in classroom discussions. This approach is also
effective for students without disabilities who have limited knowledge about the
content and require more time to respond/participate in classroom discussion,
thus implementing UDL (Capp, 2017).
Furthermore, providing mastery-oriented feedback is another approach
that teachers may use to support multiple means of engagement in the
classroom. Giving feedback on students’ learning progress and praise their
minor achievements can help to maintain the engagement of students, including
those with dyslexia, and will allow them to realize that persistence and practice
are very important for success. Research suggests that students value teachers’
feedbacks and they use them to guide their future learnings, and without
feedback, they may not know their weaknesses and strengths (Johnson-Harris &
Mundschenk, 2014). Moreover, multiple means of engagement can be used to
manage students’ behavioural problems by developing self-assessment and
reflection, promoting beliefs and expectations that enhance motivations as well
as facilitating personal coping strategies and skills (Trostle et al., 2012).

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 Part 2. Lesson Plan

Representation of coloured texts:

Multiple means of representation

Multiple means of expression
Multiple means of engagement

TOPIC AREA: TEMPERATURE, FREEZING STAGE OF LEARNER: STAGE 4 Syllabus Pages: SCLS-4WS, CW4
POINTS AND CHEMICAL REACTIONS.
DATE: 12/10/2018 LOCATION BOOKED: SCIENCE ROOM LESSON NUMBER: 5/6

Time Teaching and learning actions

Intro: Introducing the lesson
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mins Start the classroom with a brain storm to draw out students’ current understanding and
knowledge of freezing points and common chemical reactions by using kahoot.
Students are required to utilize their technological devices and access Kahoot.com, using
the following pin: 527081. Inform students that this is only to assess their background
knowledge of the freezing point topic.
Kahoot quiz-freezing point:
Why do substances freeze?
What makes them freeze??
While students are managing their ideas to answer these questions, ask them “what
comes to your mind when you think of the concept ‘freezing point’?”
After kahoot quiz, ask students if they have observed how water freezes and if by adding
different substances changes the freezing point. Encourage students’ participation in
classroom discussion and allow them to share their personal observations and/or
background knowledge

Body Aim of the experiment and negotiation of safety

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Explain the aim of the experiment freezing points of water, salt water and sugar water.
mins
Students may choose two of the compounds to use for the experiment as well as choosing
water alone to compare results.
Explain safety procedures of the experiment before commencement.

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 Experiment Demonstration
5 Assign students into groups. 4-5 students per group, give students the choice to pick
mins their group members and their roles within the group, e.g. timer (keeps track of the
time), recorder (writes down results, handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).
Provide experimental directions by:
- Vocabulary instructions using power point slides with graphic supports
- Video demonstration students are also provided with a short animation clip
to explain the steps of the experiment they will conduct. They may refer back
to it during the experiment.
- Students are also provided with printed experiment methods sheets AND
- A recorded audio sound of the experiment methods is available on discussion
board for further assistance.

Instruct students to keep copy of their data to create a mini report. Students may choose
to either complete this activity during the lesson or at home if more time is needed for
them. They may wish to submit their report by either:
- Printed report
- Multimodal presentation
- Discussion board/google docs
- Posters
- Oral presentation
Freezing point experiment
Providing content material via experiment is a concrete practice that aids students’
understanding of the topic.

Students may utilize their technological devices for further demonstrations and to
20 increase their self-confidence and reduce workload.
mins Ask the students to make their predictions on what will happen to the three solutions
before and during the practical. Instruct students to predict the goal of the experiment.
Assist students to figure out their predictions, and if necessary, provide it for them if
they continue to be confused and cannot identify the correct one.
Guide or provide assistance at the start of the experiment without influencing the
students’ thought processes. Walk around the classroom and observe students while

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 conducting the experiment as well as questioning students to assess their understanding
of the experiment and topic.
Students may use one of the following methods to record results:
- Paper and pencil
- Word document
- Portable word processor
- Audio recording
After the students record the first lot of results for the practical introduce the boxes foam
spheres representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to
each group.
Start with saying: Ok class let’s zoom in on what’s happening to the three solutions in the
freezer. I have a box of elements and compounds of the water, salt and sugar
Ask if the students know the common names of elements and compounds of chemical
symbols on the foam spheres. Give students the options to refer to the periodic table for
directions. Periodic tables with audio sound can be accessed using tablets, iPads or other
technological devices.
Instruct the student to predict what is happening to all three solutions using the foam
spheres
Discussion and evaluation of the practical.
Students may choose to present their results by either:
- Orally presenting their results as a group (stating the freezing points of each
15 element)
minut - Use google excel to write down their results.
es Discuss the predictions and errors from each group and compare them with the class.
Encourage classroom discussion by asking students to share their responses to the rest
of the class.
Provide feedback on the predictions that students make and correct any misconceptions
they may have
Discuss if by dissolving salt and sugar and other solutes is a chemical change or physical
one referring to the experiment the student preformed and foam models. Demonstrate
what the correct formula for salt water, sugar water and how the freezing point of water
is reduced using the foam spheres.
Video clip to help students create their report activity by illustrating why the freezing
point of water is reduced by adding salt into it.

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 Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Create a table on the board to discuss and compare the results from the experiment that
students performed with the video.
Instruct students to come on the board and either verbally say or write down one point/
aspect about the video they found similar and/or different from their conducted
experiment. (kinaesthetic tasks reduce students’ anxiety and stress).
Concl. Concluding the lesson
Remind students to complete their report activity and remind them that it will be
checked next week to get their feedback
Praise their accomplishments for completing the experiment

Reference
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Bonacina, S., Cancer, A., Lanzi, P. L., Lorusso, M. L., & Antonietti, A. (2015).
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training with rhythmic background. Frontiers in psychology, 6, 1510.
doi:10.3389/fpsyg.2015.01510

Capp, M. (2017). The effectiveness of universal design for learning: A meta-

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https://ebookcentral.proquest.com

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Kortering, L., Mcclannon, T., & Braziel, P. (2008). Universal design for
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