Carissa Cook Inclusive Education 102084: Case Study 17818298

Student Profile:

Name: Luka Harris

Age: 13
Year: 7
Learning Difficulty: Autism Spectrum Disorder

Description of Luka Harris

Luka is a very welcoming and happy student who is constantly pleasant to be

around both inside and outside of the classroom. Luka is a student with Autism
and learning disabilities, however spends majority of his time within
mainstream classes and regular education setting.
Luka loves doing activities that are hands-on like woodwork, art and being
involved by physically moving around (AutismSpeaks, 2012).
He loves when tasks are set allowing him to be creative and use his imagination.
Luka can restore concrete concepts, rules and sequence patterns but can have
trouble applying that knowledge (Hees, Moyson & Roeyers, 2015). He thoroughly
enjoys Maths, however struggles in English and comprehension tasks.
Within PDHPE he finds it difficult to become involved with physical movement,
however is always willing to participate. Luka shows interest in health education
but further would enjoy activities that are hands-on allowing him to explore.

Majority of the time Luka is independent, however he shows interests in-group

work but lacks social communication skills within groups. Therefore these group
tasks need prompts, scaffold and structure to assist Lukas understanding, as
building social relationships is essential for quality of life (Boutot, 2007).

Lukas parents are involved in his learning and attend IEP meetings to make sure
Luka is getting the best education possible for his needs. Teachers and parents
work close together to keep in contact with how Luka is developing both
behavioural and academic achievements. Parents should be coming to the
process of educational planning to make the experience as supportive as possible
(National Council for Special Education, 2006).

1
Carissa Cook Inclusive Education 102084: Case Study 17818298

In todays educational setting, classrooms experience a wide variety of diverse

students and therefore make it complex for todays teachers to ensure an
inclusive environment is provided. Teachers have a direct interaction with their
students and play a critical role in childrens positive outlook on education.
Inclusivity is no longer defined as physical and cognitive disabilities but also
includes a range of diversity with respects to language, abilities, age, culture and
gender (Tyagi, 2016). Having previously positioned special education in society
as a problem, resulted an injustice within the education system. Therefore, it has
been challenging and has become an educators goal in Australia now to provide
equity and excellence for all individuals to become successful learners due to a
previous deficit model.

As teaches we are required to implement lessons that are adaptable to all

students learning needs. The framework that corresponds to inclusive
environments is Universal Design for Learning (UDL) (Loreman, Deppeler &
Harvey, 2011). UDL is an approach to curriculum that minimises barriers and
maximizes learning for all students. To meet the same learning goals as other
peers, teachers must implement multiple means of representation, actions and
expressions and engagement to help address learners variability that empowers
education to meet students needs (National Center on Universal Design for
Learning, 2012). This paper will discuss how incorporating UDL is essential by
increasing flexibility of activities to benefit all students. This will be explored
throughout a lesson plan on Nutrition and corresponding to the above case study
on Luka that has been diagnosed with Autism Spectrum Disorder.

The design and implementation of curriculum should recognise the wider

diverse learners in current classrooms. The notion of accessibility without
furthering multiple modifications or adaptations was expanded to encompass
many other areas, including curriculum design (Zeff, 2007). When designing
lessons differentiated learning and UDL is similar in their approaches. This is
because the delivery of the curriculum through differentiated instruction must
be taken into account during the planning and design process, and the way in
which activities are designed impacts implementation and instruction
(Tomlinson & McTighe, 2006). The distinction between the theories are
differentiated refers to implementation and assessment as problems arise,
whereas UDL refers to the design of learning and anticipates what could occur by
incorporating modifications into the curriculum beforehand.

Integrating UDL will shift the burden of obstacles in curriculums for learning
disabilities and develop a flexible curriculum that can support all students
learning effectively (Hitchcock, Meyer, Rose & Jackson, 2016).). Within the UDL
framework, includes elements of providing various learners ways of acquiring
information, providing alternatives for demonstrating what they learn in non-
traditional means of assessment and to identify all learners interests, challenges
and learning styles to motivate learning (Loreman, et al, 2011).

In relation to the case study of Luka who is a student with Autism, and adjusting
a lesson plan to meet all students needs, UDL is essential to ensure the outcomes
and learning achievements are achieved throughout autonomy activities and

2
Carissa Cook Inclusive Education 102084: Case Study 17818298

experiences. Within the lesson plan (Appendix 1) on Nutrition for year 7 it

focuses on healthy eating, sense of self and cultural social meanings of food.
Throughout this lesson there is evidence of inclusion implemented, however
accommodations were made using the UDL framework to ensure inclusion was
for all students using what, how and why of learning and developing
relevant skills (Ralabate, 2011).

In relation to the introductory activity in modifying to meet students learning

needs, using the UDL element of expression the changes included not just having
mind-maps as written expression in groups but allowing students to draw or
create visually. Instead of having only one mind-map on the table, have one for
each student but discuss as a group idea and suggestion on words that associate
with food, allowing students to work collaboratively but also having their own
work near them so they do not get lost and become disengaged. Research
suggests, that students with ASD benefit from peer support within group tasks
by reducing off-task behaviours and staying focused (McCurdy & Cole, 2014).

This strategy accommodates for Luka, as he excels in creativity and expression of

his ideas through drawing as the ideas become more concrete and less abstract.
According to Hodgdon (2000), implementing the right visual activities supports
students with autism by giving freedom to engage and understand the content
better. Within the introductory activity of group work this can be confronting
and uncomfortable for students with autism therefore allowing students to have
their own mind-map worksheet but work together can increase the students
motivation and engagement within the activity providing a comfortable
environment. Luka shows limited social capabilities therefore having his own
worksheet allow him to use his ideas towards group suggestions and develop
skills on building relationships. While students are completing the activity, the
teacher walking around and furthering learning with questions and ideas assist
students understanding. This is essential for Luka as he prefers direct and simple
instructions, therefore the teacher can specifically scaffold ideas of how to start
and structure therefore increasing engagement for all student learning.

The first activity within the lesson was creating a food superhero by using
pictures from magazines and newspapers. Students will be able to design their
own individual human food outline, however may struggle to critically explain
and conceptualise their meanings. Therefore to make the activity inclusive for all
students, apply a scaffold to provide structure becoming less complex for
understanding higher order questions. Scaffolding and building foundations is
appropriate development sequence and supports growth, practice and direct
teaching (Autism Speaks, 2012). Scaffolding is not only useful for effectively
meeting the desired outcomes but also allows students to successfully complete
the work with guidance and simple instructional structure. This would be
beneficial towards Luka when in particular completing English content when
having to respond to questions that require higher order thinking.

The activity addresses the UDL framework through a variety of means in

representation of work and students ideas. . Students were given the
opportunities to use multiple means of representation through magazines,

3
Carissa Cook Inclusive Education 102084: Case Study 17818298

creativity and ideas from technology. Having various options, choices,

individualisation and student centered tasks allows students to strengthen self-
esteem, increase engagement and decrease negative behaviour attitudes
(Hitchcock, et al, 2016). Allowing autonomy opportunities, students can use their
imaginative skills and also incorporate creativity skills.

Beginning a new outcome with a whole class mind map brings ideas and
concepts forward to increase thinking for additional activities. In a whole class
environment, teachers must ensure to leave enough time for students to
understand what is being asked before asking for responses. Students with
diverse learning needs require time to process and understand instruction
before conceptualising appropriate answers. This is through simple and clear
instructions with no figurative expressions during instruction of activity
(Richmond, 2007). In relation to the UDL framework, setting classroom
environments that are free from judgment and enable group discussions for
individual representations promotes understanding across all individuals. It also
builds social confidence in speaking responses therefore developing and growing
an inclusive supportive environment.

Additionally, the activity added a mix and match task within small groups using a
visual hands-on task. Designing collaborative activities in small groups allows
students with ASD to develop social skills in a small and comfortable
environment, as students with ASD find it difficult to interpret intentions and
process social cues (Foden & Anderson, 2011). As Luka has low communication
skills, this task can be challenging, however allowing opportunities for students
with autism to develop and grow social relationship skills is vital. Incorporating
tasks that have visual pictures and columns with also hands-on accommodates
Luka, as well as diverse students needs. Having tasks that students enjoy
increase motivation to participate and to be involved with peers therefore
increasing social competence (Carter, Serckovic, Huber, Gutasfson, Dykstra &
Hume, 2013). Also providing roles for the students to stick pictures within
columns increases opportunities for engagement within learning.

Including collaboration activities allows every student in every classroom to

have their own voice and be heard by their peers and teachers (Loreman, et, al,
2011). Learning how to respond to discussions with peers builds social skills;
confidence and self-esteem through student learning centered activities. As
suggested by Carnish & Garner (2009), cooperative-learning environments not
only has cognitive benefits but leads to stronger benefits in improving inter-
relationships with all peers, ethnic, ability variables and more engagement time
spent focused on the task. Making a connection to UDL framework; the
engagement outcome of collaborative work is what facilitates personal coping
skills, strategies and optimize relevance, value and authenticity for developing
life skills (Simonnet & Modrick, 2010). Through the mix and match activity
students were able to work cooperatively and build student relationships and
potentially bring conversations forward on cultural identity increasing inclusive
diverse environment.

4
Carissa Cook Inclusive Education 102084: Case Study 17818298

There is an understanding teachers today experience the complexities of

diversity within school and therefore need to ensure reflection is a regular
practice for both students learning and individuals (Loreman, et al, 2011).
Reflection can be practiced within the curriculum planning, content organization
and the students learning needs being achieved by showing and demonstrating
understanding. At the conclusion of the lesson plan students were to come and
make a circle to eliminate barriers of tables and comment on what they have
learnt and further knowledge. An adjustment made to ensure inclusivity for all
students, allow students a set amount of time to recap on the lesson for example;
Students have 5mins to think individually and then tell the person next to them
on their right before discussing with the class. Students are then given the
opportunity to raise their hands to discuss with the class if they feel comfortable.
This strategy allows students to not feel uncomfortable and still complete the
activity requested.

Assessment of learning was conducted by allowing multiple means for

observation and identifying students knowledge through visual, presentations,
class discussions, students identity and expressions. Students within the
adapted lesson where given opportunities to express their understanding of the
achievable outcome by having autonomy when discussing healthy habits.
Allowing students to express their ideas through choices become engaged within
completing the work. Particularly students who have diverse learning needs, as
they are given flexibility to complete the work in a way that interests them,
therefore increases work standard, engagement and opportunities to succeed.
Teachers can use multiple forms of assessment to raise students self-esteem and
learning experiences that enable students to create success criteria (Gardner,
2012). Having multiple means of assessment can work towards the UDL
elements of allowing students opportunities to express and engage within
learning outcomes increasing inclusivity.

In conclusion, UDL provides opportunities through curriculum design to

accommodate all students diverse learning needs, providing an effective and
engaging inclusive education environment. Overall the UDL framework
demonstrates contrast to one size fits all instead provides pivotal opportunities
that can meet the needs of a range of learners by being flexible within the
curriculum and instruction (Wook, Raod, Bryant & McDougall, 2017).

UDL within the educational system will improve inclusive classrooms by

addressing learner variability and access for a wide range of diverse students.
Developing a curriculum that is self-directed and student centered learning
towards the students needs, will allow equal opportunities for all students to
achieve by understanding how students learn. By knowing students needs within
categories is only a diagnosis with hints as a teacher, but only by understanding
the individual students can we hope to understand where our teaching efforts
and pedagogies should be placed (Loreman, et al, 2011).

5
Carissa Cook Inclusive Education 102084: Case Study 17818298

References:

Autism Speaks. (2012). Supporting Learning with the Student with Autism. Retrieved
from
https://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pd
f

Boutot, E.A. (2007). Fitting in: tips for promoting acceptance and friendships for
students with autism spectrum disorders in inclusive classrooms. Intervention in
School and Clinic, 42(3), 156-161. doi: 10.1177/10534512070420030401

Carter, E.W., Sreckovic, M.A., Huber, H.B., Gustafson, J.R., Dykstra, J., & Huma, K. (2013).
Promoting social competence and peer relationships for adolescents with autism
spectrum disorder. Journal of Remedial and Special Education,35(2), 67-132.
Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/0741932513514618

Cornish, L., & Garner, J. (2009). Promoting student learning, (2nd ed.). Pearson education
Australia, Frenchs Forest: NSW.

Foden, T.J., & Anderson, C. (2011). Social skills interventions: getting to the core of
autism. Interactive Autism Network. Retrieved from
https://iancommunity.org/cs/what_do_we_know/social_skills_interventions

Gardner, J. (2012). Assessment and Learning. (ed.). Los Angeles: Sage.

Hees, V.V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students
with autism spectrum disorder: challenges, benefits and support needs. Journal
of Autism and Developmental Disorder,45(6), 1673-1688. doi: 10.1007/s10803-
014-2324-2

Hitchcock, C., Meyer, A., Rose , D., Jackson, R. (2016). Providing new access to the general
curriculum; universal design for learning. Teaching Exceptional children, 35(2),
8-17. Retrieved from
http://www.emmausseries.org/uploads/2/0/5/2/20520752/hitchcock_et_al._2
002__1_.pdf

Hodgdon, L. (2000). Visual strategies for improving communication: Practical supports

for school and home. Troy,MI: Quirk Roberts.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education supporting diversity in
the classroom. (2nd ed.). Crows Nest, Australia: Allen & Unwin

Mc Curdy, Cole. (2014). Use of peer support intervention for promoting academic
engagement of student with autism in general education settings. Journal of
Autism and Developmental Disorders, 44(4), 883-893. doi: 10.1007/s10803-013-
1941-5

National Council for Special Education. (2006). Guidelines on the individual education
plan process. Retrieved on 13, April, 2017 from
http://ncse.ie/wp-content/uploads/2014/10/final_report.pdf

6
Carissa Cook Inclusive Education 102084: Case Study 17818298

National Center on Universal Design for Learning. (2012). The concepts of UD. Retrieved
on April 7, 2017 from
http://www.udlcenter.org/aboutudl/whatisudl/conceptofudl

Ralabate. P.K. (2011). Universal design for learning: meeting the needs of all students.
American Speech-Language and Hearing Association. Retrieved from
http://www.readingrockets.org/article/universal-design-learning-meeting-
needs-all-students

Richmond, M.L. (2007). Accommodating with autism within an inclusive setting. 134.
Retrieved on April 8, 2017 from
https://www.superduperinc.com/handouts/pdf/134_AutismintheClassroom.pd
f

Simonnet, G.D., & Modrick, J.E. (2010). Advancing inclusive education and 21st century
learning skills through the arts. Inclusive Educational Practices, 1(5), 1-16.
Retrieved from
http://education.unimelb.edu.au/__data/assets/pdf_file/0010/1105894/simon
net-paper.pdf

Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and

understanding by design: Connecting content and kids. Alexandria, VA:
Association for Supervision and Curriculum Development.

Tyagi, G. (2016). Role of teacher in inclusive education. International Journal of

Education and Applied Research, 6(1), 115-116. Retrieved from
http://ijear.org/vol61/TEP2016/34-gunjan-tyagi.pdf

Wook, M., Rao, K., Bryant, B.R., & McDougall. (2017). Universal design for learning in
pre-K to grade 12 classrooms: a systematic review of research. Exceptionality; A
Special Education Journal,25(2), 116-138. doi:
10.1080/09362835.2016.1196450

Zeff, R. (2007). Universal design across the curriculum. New Directions for Higehr
Education, 137, 27-44

7
 Carissa Cook Inclusive Education 102084: Case Study 17818298

Appendix 1:

CARISSA COOK
17818298
LESSON PLAN

Assessment: Learning Outcomes:

Assessment of Learning (Formative Assessment) Students learn about:
Understanding what is nutrients and importance - Healthy food habits
Completion of tasks (Peer feedback, collaboration, verbal and - Defining healthy food habits
visual). Students learn to:
- Define and discuss what healthy food is
- Cultural differences
- Establish healthy food habits

Time Teaching and learning actions Organisation

5 Introduce unit
Mind map with the question in the middle saying, What
words do you associate food with?
After 5mins, (time schedule and structure to assist
students needs) inform the students that throughout
5mins this topic will be exploring the relationships with food
habits and health and how we should celebrate social
and cultural meanings of food.
After each class, students to hit the sign on the door
saying and what new food they would like to try.
Student:
Students sit at desk in groups of 4 (allow choice of where students can sit but state the expectations
and consequences).
Teacher:
Have mind-maps on tables before entering
Teacher walks around, mark role and discuss any ideas and questions
Questions can include; why do we associate food to good things such as fruit and veggies why not
other foods included?
Introduce importance of food and culture within society (Cultural identity expressed and discussed)-
Develops self-confidence, self-identity and cultural acceptance.
Resources: A3 paper, pens and paper, stopwatches, Laminated sign

8
 Carissa Cook Inclusive Education 102084: Case Study 17818298

15 CREATE YOUR OWN SUPERHERO. (Individual and Students:

cooperative learning)
Give students an outline of the Human body Students
are to use magazines and newspapers. Cut out pictures
or words that can create their own human food person.
Students do not only have to pick food, but also other
20min symbols that they believe are healthy habits. (Eg, a sun
s that being outdoors is what they enjoy).
Adaptations, Allow them to draw the image.
Write around their human on reasons why they chose
the design and pictures. Individual or peer assistance.
Provide students a scaffold with questions. For eg; What
are the benefits of not eating too much high sugar foods?
Who influences the choices we have made today on your
human body?
Cut, paste and draw a variety of things on your superhero
Creativity in presenting your ideas, multiple ways (diverse learning needs)
Students may walk and discuss other ideas with peers to communicate their reasoning (After 5mins
ask students to move to another table and being again with new peers)
Teacher:
Simple instructions on the board with a online timer
Scaffold students to not only think about foods, but also what else keeps them healthy (peers, family,
house near a park).
Place a variety of different magazines on each tables so students have different resources when
moving to new groups.
Consistent moving around to students to help and observe learning (assessment of learning through
discussions, visual and observation of student-centred learning environments).

Class discussion.
This task is completed individually, but will be Resources:
completed on group tables to allow free discussion and Scissors and glue
autonomy.
Magazines and newspaper
Pencils and textas

9
 Carissa Cook Inclusive Education 102084: Case Study
40 MINDMAP (Class)
Have this question on the whiteboard WHAT ARE
5mins NUTRIENTS?. Introduce the healthy guide for
Australian Eating briefly. Provide time for students to
think before asking for responses.
MIX AND MATCH (Cooperative learning)
Students in groups of 4-5 will be allocated one large
coloured laminated paper with columns.
Students will be given a range of pictures with Velcro
15min that will be place into the column. Have each student
s completing sticking pictures on the column. Have text
and columns in large font and pictures large & clear.
The students will also be given their individual colour to
say if they have tried that food or not.
MODIFICATION: If students are struggling with making
columns they can use their Ipads for help.
Reflection Question (class discussion)
Did you find this activity difficult?
What are some different foods that we havent covered
in this activity that you are interested in learning about
their benefits?
Reassure to students we are critical thinkers of healthy
habits and have individual differences, allows cultural
identity and expression. Students bring to class a
cultural meal/food they enjoy.
17818298
Student:
Come to front of class and get into birthday order. Can include students to use hand gestures to draw
out the months and dates.
Teacher selects 4-5 students and allocate the area they will be moving too (back table, front table, side
of the classroom, on the floor etc to create a cooperative environment. Let students chose a place in
the classroom to complete activity.
Use of communication and decision making skills (Students given specific roles and duties).
Teacher:
Create groups (birthday months)
Allow students to come forward and write on the board, or put hand up and teacher writes on the
board responses. Provide prompting questions, motivated to learn and engaged. (Ask students what
are the food groups split into?). Give time before responses and say to students you have 30secs
before I am coming back to this group.
Structure what is the task on the board or worksheet that students can take to designated areas.
Cut up the wide variety of nutritious foods in the Australian Guide healthy eating
(https://www.eatforhealth.gov.au/sites/default/files/files/the_guidelines/n55_agthe_large.pdf).
(Give worksheet to students to cut and place Velcro on images).
In reflection section, could put foods on the whiteboard they are interested in learning about for
further class discussion.
Resources:
Australian Guide healthy eating and nutrient images
Velcro
Posters laminated with tables
10
 Carissa Cook Inclusive Education 102084: Case Study
50 REFLECTION OF LESSON
Get students to bring their chairs to the front of the class
and make a circle. Recap with students with going
around the class asking one thing they have learnt today
and one thing they may want to improve their
knowledge on. Let students discuss their responses with
10min the person next to them first and offer the opportunity
s for students to discuss to whole class.
EXIT
Remind students to hit the fruit/Vegetable) on the
door by high fiving it. It may start conversations not
only within school, but at home in wanting to explore
new foods and therefore build that parent-teacher
60min school partnership.
17818298
Teacher:
- Reflection begins with promoting students to get involved within reflection.
- Students are to discuss with a partner what they have learnt this lesson and give the opportunity to
express their ideas if comfortable to the class.
- Instruct students to leave belongings at their tables and to just bring their seat forward to make a
circle (if students do not want to sit on a chair and prefer the floor allow for comfort and students
needs).
Student
- When leaving, leave classroom how they came and remember and to high-five the door
- Build social skills by communicating with fellow peers.
Resources
- HIT THE SIGN Poster
11