Utilising

the Universal Design for Learning framework to

modify a lesson plan for a student with Attention Deficit
Hyperactivity Disorder.

Part 1: Case study and Universal Design for Learning

Jamie Oliver

Jamie Oliver is in year 8 and has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).

ADHD is a syndrome resulting in inattentive, impulsive and hyperactive behaviour that causes social
impairments in school, work and home environments (Prosser, Reid, Shute, & Atkinson, 2002). It is
associated with low school performance (Prosser, 2015) and considered a chronic, medical disorder
(Prosser, Reid, Shute, & Atkinson, 2002). It is now one of the most commonly diagnosed disorders
amongst Australian children and the rate of diagnosis has been increasing (Prosser, 2015).

At fourteen years old, Jamie enjoys sport and is very active, playing soccer on the weekends. He also
enjoys doing well academically. In his recent Science assignment, Jamie got an A grade from his
teacher alongside his group-mates for a presentation. However, Jamie can get distracted during class.
He has fidgety behaviour, playing with things around him including elastic bands, pens and his iPad.
During class time, Jamie will leave his seat for five out of every ten minutes. At this time he will either
go up to other students and distract them or pace around the room. When Jamie paces he will repeat
information to himself in order to commit the class content to memory.

Twice every lesson Jamie will attempt to play video games on his iPad. Once every second lesson
Jamie will try and talk to the teacher about photos he has recently placed on Instagram. Jamie enjoys
woodwork class and attends woodwork co-curricular activities at lunchtime. If class is before
lunchtime, Jamie will want to leave class immediately so he can get to woodwork as fast as possible.
He will attempt to rush out the door before being dismissed and will bounce on his heels behind his
desk until he is able to leave. Jamie will engage in classroom discussions, shouting out answers whilst
his hand is raised. He is disorganised, losing worksheets and forgetting to complete homework one
out of every two times homework is set.

Jamies strengths are that he can remain on task with work, wants to achieve academically, enjoys
sport and enjoys practical artistic pursuits such as woodwork and photography. Jamie is a positive and

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enthusiastic student when on task. This enthusiasm is demonstrated through his behaviour of
repeating content to himself whilst pacing, his engagement in class discussions and his presentation
grade. Jamie becomes engaged in activities that are physical and require dynamic movement.
Likewise, Jamie engages in activities where he can express himself verbally or creatively.

Despite these strengths, Jamies disruptive behaviour and susceptibility to distraction can lead to
difficulties for him in class. Within general education classroom settings, students with ADHD can get
distracted easily and underperform (Morrison, McDougall, Black, & King-Sears, 2014). As is typical of
students with ADHD, Jamie lacks the skill of self-management, exhibiting off-task behaviour,
inattentiveness, disorganisation and disruptive actions (Morrison, McDougall, Black, & King-Sears,
2014). Children with ADHD display greater abnormalities in sensory modulation when compared with
typical children (Mangeot, McIntosh, McGrath-Clarke, Simon, Hagerman, Goldson, 2001) and Jamie
engages in sensory seeking behaviour, as demonstrated through his behaviours of fidgeting, walking
around and disrupting other students. It is likely that his behavioural issues in class are due to a need
for more physical activity, more self-management practice and more sensory stimulation.

The goal of the lesson modification is to reduce the disruptiveness of Jamie to himself and others by
addressing his strengths and needs. This will be done through the utilisation of the Universal Design
for Learning (UDL) framework.

Universal Design for Learning (UDL)

UDL is a framework that seeks to provide all students with opportunities to learn in a general
education classroom (Johnson-Harris & Mundschenk, 2014; Vitelli, 2015). Whilst traditional
classrooms are teacher led, the UDL structure requires teachers to flexibly adapt the lesson
optimizing towards student strengths and needs (Gordon, Meyer, & Rose, 2010). It seeks to develop
lesson structures that benefit all students through the effective utilisation of inclusive strategies
(Vitelli, 2015). For a student with ADHD who has behavioural difficulties like Jamie, UDL provides a
structure for teachers to build behavioural supports into the overall lesson design (Johnson-Harris &
Mundschenk, 2014). This is invisible to other students, making the inclusion dignified and age-
appropriate. Fundamental to UDL is the provision of three principles throughout lessons: multiple
means of representation, multiple means of expression and multiple means of engagement (Brand,
Favazza, & Dalton, 2012; Johnson-Harris & Mundschenk, 2014; Vitelli, 2015).

Multiple Means of Representation

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Multiple means of representation involves educators providing learners with multiple ways to
comprehend content through presenting the same information to students multiple times, in multiple
ways (Johnson-Harris & Mundschenk, 2014). Practically speaking, it involves teachers providing
students with options for perception, comprehension and language or symbols during class (Brand,
Favazza, & Dalton, 2012). For Jamie, representing content in multiple ways may reduce frustration as
it increases the chance of comprehension. Such a reduction in frustration may result in a decrease in
disruptive behaviours (Johnson-Harris & Mundschenk, 2014).

Representation can be both visual and auditory, so a combination of visual and audio stimuli is
utilised in instruction (Gordon, Meyer, & Rose, 2010). The plan was modified so that lesson structure
is written on the board as well as explained. Likewise, information gained from a class discussion at
the start of the lesson is be transcribed onto the board. The discussion is used to activate prior
knowledge and thus aid comprehension, whilst the notes on the board double as a visual reminder
for the lesson duration (Brand, Favazza, & Dalton, 2012). The scientific metalanguage of energy and
energy transformation is also represented through multiple means, as there is a teacher led-
discussion, vocabulary sheets and concrete models of this language.

A carousel strategy was modified, requiring students to rotate around stations in an orderly and
timed fashion (DeRuvo, 2009). Whilst previously there were more stations and students just went to
different stations when they wanted, the lesson has been adapted so that students move between
stations in an orderly fashion. This means students stay within their station for the allotted time and
then move to the next station in order of ascending station number. When at the station, students
will know how much time they have, as a countdown timer that culminates with an audible beeping
sound will be projected onto the board. This will provide students with non-verbal cues for timing and
rotation. Effective self-monitoring interventions for students with ADHD include the audio cues of
beeps and visual cues of symbols (Morrison, McDougall, Black, & King-Sears, 2014). This integrates
such cues into the lesson for all students and not just Jamie, therefore implementing UDL.

Multiple Means of Engagement

Multiple means of engagement is the organisation of learning activities such that student interest and
engagement is encouraged and maintained (Brand, Favazza, & Dalton, 2012). This includes recruiting
student interest through making learning personally relevant; sustaining effort and persistence
through varying the level of challenge and support, and; self-regulation, where students set personal
goals and develop self-motivation (Brand, Favazza, & Dalton, 2012). In the lesson, the engagement
strategy of group work is utilised (Sherlock-Shangraw, 2013). This provides opportunities for peer
support, allowing students to seek and provide peer help (DeRuvo, 2009). Due to their disruptive

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behaviours, ADHD students such as Jamie can experience overreliance on the teacher in general
education settings (Morrison, McDougall, Black, & King-Sears, 2014). Facilitating group work helps
decrease reliance on the teacher and provides opportunities for Jamie to develop self-regulation
(Brand, Favazza, & Dalton, 2012).

A seated structure was removed from the main part of the lesson as students stand at the lab bench
stations and walk as they rotate between stations. This carousel structure provides Jamie with a
physical outlet (DeRuvo, 2009). As all students are doing it and it is required for the successful
completion of the activities, it adheres to the UDL concept. Likewise, creating a structured
environment of clearly defined intervals increases routine predictability and removes opportunity for
impulsivity. As such, it enables self-regulating behaviours (DeRuvo, 2009). Self-regulation is further
encouraged through the development of the scaffolded worksheet. The worksheet details work
required at each station, giving Jamie the exact information that he needs to discover and record in
order to achieve success.

The content is linked to real world situations students can identify with, as students must think
through the energy transformation occurring in everyday objects (Brand, Favazza, & Dalton, 2012;
Johnson-Harris & Mundschenk, 2014). An example is station four, where students must boil a kettle
of water and identify the chain of energy transformations that occurs. The use of tactile and
manipulable objects (such as a kettle and a switch) provides Jamie with hands-on interactive learning
that relates to his woodworking interests. Further, the presence of manipulable physical objects at
each station provides Jamie with the opportunity to touch and feel, stimulating his senses.

Multiple Means of Action and Expression

Multiple means of action and expression gives students the opportunity to demonstrate their
knowledge and understanding of content in a variety of ways (Brand, Favazza, & Dalton, 2012). This
includes providing options for executive functions, communication and expression, and physical
action (Gordon, Meyer, & Rose, 2010). Allowing a variety of methods to show learning reduces
penalisation for certain skill weaknesses. Such penalisation can lead to frustration or stress, stressing
the students ability to manage their behaviour (Johnson-Harris & Mundschenk, 2014). The lesson has
thus been modified so that students do not just write answers, but have the option to draw diagrams,
write a narrative and express the answer verbally to the teacher (Wilson, 2017).

Students with ADHD can blurt out answers, interrupt conversations and talk excessively (Corkum,
Corbin, & Pike, 2010). As Jamie can blurt answers during discussions and talk excessively, verbal

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expression has been included within the lesson plan as a way to enable Jamie to validly express
understanding. At station two, students must set up an apparatus, raise their hand, explain their
reasoning and get the teacher to sign off that they have created a correct model. Students then draw
a diagram of their model on their worksheet. This offers students the chance to creatively engage
with the content, verbally express meaning and build something instead of just writing a paragraph.
The extension of activities beyond extended written response provides Jamie with opportunities to
express learning (DeRuvo, 2009).

Organisation can be an area of difficulty for students with ADHD (Hamilton & Astramovich, 2016).
Supporting Jamies executive functioning through the organisational support of audio and visual cues
for station timings facilitates action within the setting, reducing disruptive behaviours (Morrison,
McDougall, Black, & King-Sears, 2014). Furthermore, to ensure Jamie does not lose his worksheet due
to disorganisation, time has been allocated for all students to stick their worksheets into their books.
At the end of the lesson, students are told and given time to write homework in their diaries. These
strategies are helpful for all students, thus implementing UDL.

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Part 2: Modified Lesson Plan

Science Stage 4 year 8

UDL colour key:
Multiple means of representation
Multiple means of engagement
Multiple means of expression and action

Learning outcomes:
All students will: Identify energy transformations in everyday settings
Most students will: Sequence energy transformations in everyday settings
Some students will: Describe energy transformations in everyday settings, including energy loss

60 minutes
Time Teacher actions Resources
10 Outline lesson structure and behavioural expectations Whiteboard and marker
- Write what will be happening on the board. Include
activity timings
- Discussion what types of energy do you know?

write down answers provided on the board. Lead class
to have all energy types written down on board.
Students can use this as a reference during the practical.
- Hand out worksheet with attached vocabulary sheet Worksheet
- Explain carousel set-up. Explain worksheet.
Divide students into even groups and direct each group to a
station
7 Station one Objects: 4 wheeled cart
Cloze passage describing the energy transformations occurring. and ramp
Students draw a flow chart of energy transformations. Projected timer on
whiteboard
3 Rotate to the next station.
7 Station two Objects: Laptop open
Students write a short narrative on what the energy with sound application
transformations are and how humans use it in everyday life and speaker
Projected timer on
whiteboard
3 Rotate to the next station.
7 Station three Objects: balloons,
Students create a set up using objects that demonstrates three chopsticks
energy transformations Projected timer on
- Students raise hands and get the teacher to sign off that whiteboard
their energy transformation is accurate
- Students draw a diagram of their apparatus, labelling
three energy transformations.
3 Rotate to the next station.
7 Station four Objects: Kettle with
- Students draw a flow chart of energy transformations water and power outlet.

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 - Students draw a diagram and label the place where the Projected timer on
three energy transformations occur whiteboard
5 Students glue worksheets into books
8 Wrap up White board
Class discussion
- What were the energy transformations at eat station?
Provide students with the correct answers. Tell them
that their homework is to finish their worksheet and to
write this in their diaries

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Reference list:

Brand, S. T., Favazza, A. E., & Dalton, E. M. (2012). Universal Design for Learning: A Blueprint for

Success for All Learners. Kappa Delta Pi Record, 48(3), 134-139.

Corkum, P., Corbin, N., & Pike, M. (2010). Evaluation of a School-Based Social Skills Program for

Children With Attention-Deficit/Hyperactivity Disorder. Child & Family Behavior Therapy,

32(2), 139-151.

DeRuvo, S. L. (2009). Table Of Content Section Strategies for Teaching Adolescents with ADHD :

Effective Classroom Techniques Across the Content Areas, Grades 6-12. San Francisco, USA:

Wiley.

Gordon, D., Meyer, A., & Rose, D. (2010). Universal Design for Learning: Theory and Practice.

Wakefield, USA: CAST Professional Publishing.

Hamilton, N. J., & Astramovich, R. L. (2016). Teaching strategies for students with ADHD: findings from

the field. Education, 136(4), 451-460.

Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working effectively with students with BD in a

general education classroom: The case for Universal Design for Learning. Issues and Ideas,

87(4), 168-174.

Mangeot, S. D., Miller, L. J., McIntosh, D. N., McGrath-Clarke, J., Simon, J., Hagerman, R. J., et al.

(2001). Sensory modulation dysfunction in children with attention-deficit-hyperactivity

disorder. Developmental Medicine and Child Neurology, 43(6), 399-406.

Morrison, C., McDougall, D., Black, R. S., & King-Sears, M. E. (2014). Impact Of Tactile-Cued Self-

Monitoring On Independent Biology Work For Secondary Students With Attention Deficit

Hyperactivity Disorder. Journal of College Teaching & Learning, 11(4), 181-196.

Prosser, B. (2015). Attention deficit hyperactivity disorder in Australia: Perspectives from the

sociology of deviance. Journal of Sociology, 51(3), 596612.

Prosser, B., Reid, R., Shute, R., & Atkinson, I. (2002). Attention Deficit Hyperactivity Disorder: Special

education policy and practice in Australia. Australian Journal ofEducation, 46(1), 65-78.

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Sherlock-Shangraw, R. (2013). Creating Inclusive Youth Sport Environments with the Universal Design

for Learning. Journal of Physical Education, Recreation & Dance, 84(2), 40-46.

Vitelli, E. M. (2015). Universal Design for Learning: Are We Teaching It to Preservice General

Education Teachers? Journal of Special Education Technology, 30(3), 166-178.

Wilson, J. D. (2017). Reimagining Disability and Inclusive Education Through Universal Design for

Learning. Disability Studies Quarterly,37 (2).