Assessment 2 – Case study

Student Profile

Name: Laura

Year at school: 7

Disability: Autism Spectrum Disorder (ASD)

Laura has a developmental disorder called Autism Spectrum Disorder (ASD). ASD is a
neurodevelopmental disorder which is characterised by the lack of social, communicational
and motor skills (Rosso, 2016). This lifelong disorder, however, is experienced by every
individual differently (Rosso, 2016). Laura has multiple strengths and weakness which are a
result of ASD. Laura enjoys art and listening to music and is enthusiastic to participate in
creative tasks. She excels at creative arts with her great imagination allowing her to think
differently to other students in the class. She is thriving at memorising activities, she finds it
easy to remember skills she finds stimulating and can remember information which she has
read months before. Students with ASD, like Laura, have advanced visual skills, excelling at
visual and auditory activities (Rosso, 2016). This means that they are able to hold visual
information for longer than spoken information (Rosso, 2016). Students with ASD may have
impaired communication skills, including a difficulty to initiate and sustain conversations
(Rosso, 2016). Students with ASD also may have delayed language development (Rosso,
2016). This is the case for Laura. Laura has issues with communication task, spelling, reading
and writing task. She also can find it difficult at times to follow instructions and teachers find
it difficult to keep her attention. This can result in her becoming overwhelmed and she can
become verbally aggressive and swear at students and staff members. Therefore, this results
in her having trouble forming and sustaining relationships with her peers.

Inclusion is a significantly increasing demand for teachers to consider each and every day in
more recent years. Classrooms are becoming more diverse with a range of students needs and
capabilities (Estes, Rivera, Bryan, Cali & Dawson, 2011). In particularly, the prevalence of
ACD is greatly increasing, and is an obstacle which will require teacher to adapt their
practice (Estes et al., 2011). Being able to cater for this range of student’s needs is an
obligation which all teacher must obtain, regardless of disability or disorder (Friedler, Tan,
Peer & Shneiderman, 2008). In order to accommodate for the diverse range of students’
needs, teacher need to have the capabilities of the teacher to utilise skills and resources
(Friedler et al., 2008). Classroom activities need to be accommodating for the diverse needs
of learnings.

Teachers need to be prepared to provide an inclusive environment which caters for all
individuals. Understanding Design for Learning (UDL) is a framework which intends to cater
for students with diverse learning needs regardless of ability (Kennedy, Thomas, Meyer,
Alves, & Lloyd, 2014). The framework is designed to provide equity to all learners,
addressing the barriers to student learning (Kennedy et al., 2014). The framework aims to
reduce the inflexibility curricula which present barriers to learners (Kennedy et al., 2014).
The curricula is designed with the “average” student in mind, resulting in the inability to
provide equity towards students opportunity to learn in an inclusive environment (Kennedy et
al., 2014). The framework, therefore, is divided into three principles which address these
inequalities: providing multiple means of representation, providing multiple mean of actions
and expression, and providing multiple means of engagement (Kennedy et al., 2014). Within
the following paragraphs, the methods of providing an inclusive environment will be
discussed with the use of UDL framework. This discussion will also be linked to the case
study of Laura and increasing engagement in a Geography lesson plan.

When preparing lesson plans, a teacher will need to consider, the content they what to teach
and the techniques they want to use to create the most effective lesson. UDL framework
focuses the ways of providing flexibility of how to present information to gain students
attention and engagement toward knowledge and skills in order for students to express their
ideas (Kennedy et al., 2014). Setting goals is a great way to help increase the learning
opportunities for all students (Katz, 2015). Research has shown that when teacher set goals, it
allows students to identify what will be expected from the beginning (Katz, 2015). The goals
created must have UDL principles in mind, thus they should focus on challenging whilst also
being appropriate to all student (Katz, 2015). Consequently, this may require some goals to
be differed from student to student (Nunez, Gonalez-Pienda, Rodriguez, Valle, Gonalez-
Cabanach & Rosaria, 2011). Therefore, flexibility is essential to remember when creating
goals, as students who are unable to reach them will lose interest in reaching the goal,
resulting in poor outcomes (Katz, 2015). It is important for teacher to keep their goal in mind,
be flexible and have appropriate techniques when teaching all students, regardless of ability.

Whist creating lesson plans enables teachers to be prepared for the content, not all lesson
incorporates the UDL framework. The lesson plan, located in appendix A, was designed for a
Year 7 Geography class who were beginning to look at the unit of work, ‘Place and
Liveability’. This lesson plan needed to make many adjustments in order to properly
incorporate the UDL framework to be inclusive of all students including Laura.

All students have different in the ways in which they engage with content and what motivates
them to learn (Bourke & Mentis, 2014). This is seen in the UDL framework in providing
multiple means of engagement (Smith & Lowrey, 2017). There are various ways in which
individual vary in engaging with content, however one form is the use of recapping.
Recapping refers to recalling and reiterating key concepts which have been taught in previous
lesson (Kutnick, Blatchford, Clark, Macintyre & Baines, 2005). The inclusion of recaps
allows for students to be reminded of the concepts and therefore be thoughtful thinking about
these concepts before building on these skills (Kutnick et al., 2005). In Laura’s case, the
inclusion of recaps would benefit her in taking in and processing information, enabling the
teacher to gain her attention from the start of the lesson.

Teachers need to find multiple ways in which to engage students with their learning. An
additional form of increasing the engagement of students within the classroom is using
outcome and objectives. Outcome and objectives allow students to understand what skills and
knowledge is expected of them to acquire in the lesson (Brophy, 2013). Studies have shown
that when students know, understand and value outcomes, students have higher success and
personal satisfaction in learning new skills (Brophy, 2013). Outcomes also allow teacher and
student to assess their learning and demonstrate areas needing additional assistance (Pellerin,
2013). Directing Laura and other students to these outcomes will decrease distractions and
allow students to realise the validity behind what they are learning.

The way students perceive and comprehend information varies from student to student
(Marino, Gotch, Israel, Vasquez, Basham & Betch, 2014). This is seen in the UDL
framework of providing multiple means of representation (Marino et al., 2014). A strategy
that is beneficial to students is providing a glossary list with key terms. Providing this for all
students to see in the classroom, will ensure students better understand what is specifically
require of tasks (Harmon, Wood & Kiser, 2009). This strategy provides a resource to aid
students in recalling key concepts previously learnt in the unit of work (Harmon et al., 2009).
This resource also enables students to add additional terminology throughout a unit of work,
which they can refer to (Harmon et al., 2009). This strategy is based around the UDL
framework as it provides students with a resource in the classroom which can help their
vocabulary and learning abilities (Harmon et al., 2009). Therefore, placing a glossary list of
key terms in the classroom allow all students, regardless of ability, to remember key concepts
of the unit.

One teaching strategy that can be effective in helping to cater for all students is group work.
Group work involves placing students with other students in the class and having them work
together to complete classwork (Chiriac, 2014). Group work can include being in pairs, or
being with any number of other students. Group work has been seen to be beneficial for
improving student learning (Chiriac, 2014). Group work allows students to see ideas from
their peers’ perspectives, allow students to see a full range of ideas and to gain the most
outcomes of a learning activity (Steen & Bemak, 2008). Additionally, group work allows
students receive assistance from their peers which can be beneficial to their learning and
adapts a student-centred environment (Chiriac, 2014). Chiriac (2014) goes on to discuss that
there is strong scientific evidence that suggests working in groups promotes greater academic
achievement, while also improving communication and teamwork skills. Group work
supports UDL framework, as it enables all students to feel included in the learning activities
and be at the centre of their own learning (Steen & Bemak, 2008). Therefore, incorporating
group work into an effective UDL inclusive classroom, will aid in promoting of an inclusive
classroom and student success.

One strategy which is beneficial to enhance student learning is the use of visual stimulus
material. The UDL framework incorporates a reduction in barriers experienced to students
learning in order to provide support, accommodation and challenges for all students
regardless (Pellerin, 2013). As part the UDL framework, proving students with multiple
means of action and expression refers to learning being able to express their knowledge if
different forms (Pellerin, 2013). Studies have shown visual learning styles as having the
highest percentage of preferred learning style (Ormsbee & Finson, 2000). Studies have also
indicated that when visual stimulus is used, there is a higher retention on information
(Ormsbee & Finson, 2000). Consequently, incorporating visual learning strategies such as
drawing or videos, as seen in the adjustments made in appendix A. By including both visual
and written components and/or combination of options into a lesson plan, ensures that
barriers to students diverse learning needs are reduced.

Another strategy that is becoming increasingly more used in classrooms to enhance learning
benefits, is the use of information and communication technology (ICT). ICT learning
involves using technology such as computers or tablets instead of workbooks and textbooks
to gather and record information (Lorenzo & Lorenzo, 2013). ICT moves away from the
traditional methods of teaching, which often alienated students with a disability as they
struggled to understand students’ diverse learning needs (Lorenzo & Lorenzo, 2013). ICT
allows all students to have access to information that cannot be found in other areas,
consequently aiding student’s learning (Ormsbee & Finson, 2000). One UDL principle that
this relates to is multiple means of representation, as differing the ways information is
presented encourages efficient participation and engagement (Marino et al., 2014). Using this
new strategy which incorporate ICT, will benefit Laura and all other students, therefore is an
important skill which teachers should utilise.

Inclusion is an essential component in which all teachers need to recognise and achieve
within all lessons (Friedler et al., 2008). A valuable tool which ought to be utilised by teacher
is the UDL framework. This framework acknowledges that all students have a variety of
skills and various abilities, therefore teacher need to be able to utilise these to enhance the
opportunity to learn regardless of ability (Kennedy et al., 2014). This report has highlighted
multiple strategies which teachers can use including using goal setting, recapping concept,
outcomes and objectives, glossary list, group work, visual representation, and ICT. Teachers
can utilise these tools and many more order increase the inclusivity of all students.
Nevertheless, teachers need to constantly research multiple forms of teaching students to
meet the diverse needs of individual students.
Time Teaching and learning Organisation Centred
actions
T/S

5  Greet the students Teacher: The teacher will greet all the students T
 Student sit in and welcome them to their new geography class.
seating plan The teacher will then ask them to get out their
 Mark the roll books and pens and then mark the roll.

UDL adjustment:

- Recap previous lesson.

Student: Students will sit down at a desk they

are assigned too and get out their books and
pens. They will also confirm their name when
they hear it.

UDL adjustments:

- Sit on chairs or floor where they can see

and hear most effectively

Resources: Whiteboard, marker, Student

attendant sheet, exercise books

10  Outline of rules of Teacher: The teacher will give the students a T

class sheet outlining the rules of the class to be
withheld throughout the year. The teacher will
also go through these with the students. Teacher
will place rules on the wall so that all students
are able to see them at all times. Teacher will
follow by stating the outcomes which are hoped
to be achieved in the lesson. These include:
  Learning what is expected in this unit of
work
 Developing a greater understanding of
places in the world
UDL adjustment:

- Write lesson outcomes on the board in

dot-points, when changing activities
direct student’s attention.
- Glossary list

Student: Students will read and listen to the

rules they have to abide by throughout the year.

UDL adjustments:

- Given opportunity to provide their own

expectations and goals.

Resources: 26 Rule sheets

15  Brainstorm ideas Teacher: Get students to brainstorm what they T

about place and understand about place and liveability in their
liveability exercise books, what they don’t understand and
what they would like to find out more about
place and liveability.

UDL adjustments:

- Walks around room to give direction to

students.

Student: Students will brainstorm and write

down notes in their books about place and
liveability in geography.
 UDL adjustments:

- Given option to work in a group’s

allowing students to produce ideas with
various ability students.
- Using computers to brainstorm.

Resources: Whiteboard, marker, exercise books,

pens

20  Class discussion Teacher: The teacher will then lead a class S

discussion and ask students to give their thoughts
about place and liveability and will write these
ideas on the whiteboard. The Teacher will then
continue to ask student what they don’t
understand and what they would like to know
25
about place and liveability.

UDL adjustment:

- Provides discussion board link or

anonymous question box that the class
can ask questions about the unit.
- Walks around to give direction to
students.
- Incorporate video

Student: Students will participate in a class

discussion and give their idea which they wrote
in the exercise books.

UDL adjustment:

- Given option to work in a group’s

allowing students to produce ideas with
various ability students.
 Resources: Whiteboard, marker, exercise books,
pens

30  Worksheet activity Teacher: The teacher will give the students a T/S
worksheet which outlines what students will be
doing in term to. The teacher will read the
worksheet to students and ask them to complete
the task on the work sheet. The teacher will walk
around the room giving student feedback and
35
help where needed

UDL adjustment:

- Multiple means of representation: include

different font or size font or draw or
write a poem about the topic.
- Walks around the room to give direction
to students.

Student: Students will listen and will then

complete the worksheet.

UDL adjustment:

- Choose a worksheet to complete

- If students need more time they can
continue to complete the activity before
moving on.

Resources: Whiteboard, marker

40  Label countries Teacher: Give students a sheet with the world S

and continents map and have students name certain continents
and oceans. Teacher should wonder around the
classroom helping student when needed. The
 worksheet should be collected at the end of the
lesson to enable teacher to gather pre-knowledge
of students. After all students have completed
45 the task the teacher will go through the
worksheet to provide feedback to the students.

Student: Students will be in pairs and will have

to complete the worksheet given by the teacher
naming certain continents and oceans

UDL adjustment:

- Given option to work in a group’s

allowing students to produce ideas with
various ability students.
- Using computers for activity
- If students need more time they can
continue to complete the activity before
moving on.

Resources: Continents and oceans worksheet,

pens

50  Recap Teacher: The teacher will discuss the main ideas T/S
 Pack Up of the lesson with the students to see if they
remember the content of the lesson. The teacher
will then inform the students of how they went in
the class.

UDL adjustment:

- Provides discussion board link or

anonymous question box that the class
can ask questions about the unit.
Student: Students will listen to the recap of the
lesson and ask any questions if they do not
understand. Students will then pack up resources
used

UDL adjustment:

- Think, pair, share activity with a partner

to learn from other student’s.

Resources: Whiteboard, marker

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