Part 1: Universal Design for Learning and Case Study

Jane Smith is a 14 year old student currently in Year 8. Jane has been diagnosed with a mild

form of Autism Spectrum Disorder (ASD) and has an minor hearing impairment, considered

as deafness or hard of hearing (D/HH), of which requires hearing assistive technologies. ASD

is contemporarily regarded as a set of “common developmental disorders” with an estimated

prevalence of “1 in 100 children, almost 230 000 Australians, having an ASD” (Lord &

Bishop, 2010, p. 3; Autism Spectrum Australia, 2018). Furthermore, teachers are increasingly

integrating students with deafness/hard of hearing with mainstreamed students within the

classroom as a means of supporting these students holistically (Stinson & Liu, 1999, p. 192).

However, within these environments children with ASD may “face some difficulties to cope

with general instructional strategies and general curricula” due to social, cognitive and

behavioural difficulties (Abbas, Zafar, Naz & Iqbal, 2016, p. 48, 52; Autism Spectrum

Australia, 2018). Furthermore, it is necessary to note that despite mainstreaming these

students stands as a form of support, the inability for students with D/HH to easily and

directly communicate can make a level of participation difficult, even with interpreters

(Stinson & Liu, 1999, p. 191).

Jane’s strengths and skills lie in her ability to navigate technology proficiently, and with a

particular enjoyment with creative and visual tasks. When Jane is engaged and perceives a

degree of relevance in class, she can effectively navigate tasks independently or with limited

guidance and with little distraction to other students in the classroom. Furthermore, Jane is

quite an enthusiastic and conscientious student when the classroom is adapted to suit her

needs. This is evident through her ability to focalise thoroughly on topics she finds interest in,

her ability to complete classroom tasks independently when engaged, and compliance when

teaching is reinforced by explicit instruction. As such, Jane’s educational development is

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buoyed through independent research, visual and ICT guided tasks due to her perceiving a

degree of relevance. However, whilst Jane can thrive educationally in certain situations, her

behavioural, social and cognitive issues can cause difficulty for her in class. Within this, Jane

can find difficulty in managing certain behavioural issues when she is agitated or

uncomfortable, such as sensory sensitives to noise, which can lead to inexplicable tantrums

and subsequent unresponsiveness in class (Autism Spectrum Australia, 2018). When these

behavioural difficulties arise, Jane quite often can delay or directly refuse to complete

classwork. Furthermore, communicably Jane can struggle in social situations within the

classroom, showcasing a lack of social skills such as looking away when someone attempts

contact and lack of interest in working with others (Autism Spectrum Disorder, 2018). As

such, group work within the classroom can be difficult causing a struggle to complete or even

begin with some tasks. Furthermore, Jane as a student with a minor degree of deafness has a

slight deficit in language and communicating properly, which can cause a diminished

auditory response to instruction and verbal cues within the classroom (Watson, 2017). As

such, Jane can presents as having low engagement with a majority of classwork, and can have

issues following instruction if it is not explicit and direct. This causes difficulty in

comprehension with tasks, particularly those that are literacy-focused, and can affect her

cognitive functioning.

Universal Design For Learning (UDL) provides an educational framework that is aimed at

eliminating any type of barriers to students learning and participation (García-Campos,

Canabal & Alba-Pastor, 2018, p. 4). This inclusive education developed to combat classroom

segregation due to poorly designed curriculum, opting to assist those who can be regarded as

vulnerable to exclusion. This framework advocates a restructuring of the system to facilitate

students with disabilities in the mainstream classroom, moving from “the student [being]

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expected to adapt to meet the requirements of the school” toward “the school adapting to

meet the needs of all students” (Loreman, Deppeler & Harvey, 2011, p. 2-3). As such, within

a UDL classroom, teacher flexibility is key, to intentionally plan and support all learners’

self-regulation skills (Johnson-Harris & Mundschenk, 2014, p. 170). The UDL proposes a

curriculum based off three principles: multiple means of representation, multiple means of

action and expression and multiple means of engagement, to enable a “broader access to

school for all students, therefore encouraging students’ participation, addressing all possible

educational needs” (García-Campos, Canabal & Alba-Pastor, 2018, p. 2-3). Within this

framework, three networks are addressed to allow inclusivity, particularly the recognition

network aligned with representation, the strategic network aligned with action and

expression, and the affective network aligned with engagement in the classroom.

Multiple means of representation centralises around the recognition network, delving into

“how we gather facts and categorize what we see, hear, and read”, as “learners differ in the

ways that they perceive and comprehend information that is presented to them” (National

Centre on Universal Design for Learning, 2014). As such, providing options for

representation within the classroom is essential. Within this, teachers may adapt the content

of their lessons to more effectively leverage students diverse learning preferences, life

experiences and established knowledge (Johnson-Harris & Mundschenk, 2014, p. 170). In

terms of Jane’s behavioural and cognitive abilities, this principle within the UDL can avoid

elevating her frustration and ultimate refusal to work, as if one modality of presenting

information does not work, Jane may be receptive to another modality to access the necessary

information (Johnson-Harris & Mundschenk, 2014, p. 169). This integration provides

behavioural management and support through increasing engagement and participation. With

this support, Jane has the opportunity for an elevated cognitive understanding of information

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(Johnson-Harris & Mundschenk, 2014, p. 169). Furthermore, these differing representations

are beneficial for Jane with slight D/HH through providing “visual approaches whenever

possible […] to address the needs of a hearing impaired student” and as a potential channel to

engage and facilitate learning for Jane (Watson, 2017). As such, in providing different

channels to support student strengths in learning, those with learning difficulties have the

same access to cognitive understanding of content within the classroom as mainstream

students.

The use of multiple means of representation is first evident in the adjusted lesson plan

through the utilisation of an assisted hearing device to initiate the lesson. Whilst this action

more suitably facilitates students with D/HH, such as Jane, it also enables those children who

have assistance devices to feel comfortable and promote a classroom culture of understanding

and acceptance with other students. The use of assistive devices are an essential

representation to promote D/HH learning, as with them “desired sound is sent to the listener’s

ears directly with improved signals to background noise ratio and reduce effects of poor room

acoustics and diffused sounds” (Muhammad, Aasma & Iftikhar, 2015, p. 2). This not only

benefits Jane with auditory help, but also recognises and supports her sensory sensitivities

within ASD (Autism Spectrum Australia, 2018). Furthermore, the lesson plan frequently

deconstructs and explains historical metalanguage as a means of assisting understanding of

differing technical terms and developing students ability to make inferences with responding.

Furthermore, the lesson plan enables multiple means of representation to present content

through the use of vocabulary sheets with words and definitions, frequent class discussions

and collaborative work in reference to content and teacher modelling. Teacher modelling is

particularly beneficial for students with ASD, such as Jane, as they often require “direct

instruction in skills such as participating in class and completing work” (Johnson-Harris &

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Mundschenk, 2014, p. 169). Similarly, students are provided with differing visual and

auditory deliveries of content through the use of a map to provide visual interpretation of

geographical location, interactive websites to research, as well as the use of educational

videos. This is further extended for inclusion of students with D/HH students through the use

of videos with closed captions and a transcript provided in class. Furthermore, in having these

worksheets and classwork accessible online through OneNote or Google Docs, students are

able to access this information at a later time or in a differing setting that may potentially

better suit their needs.

Multiple means of action and expression centralises around the strategic network, and

acknowledges that “learners differ in the ways that they can navigate a learning environment

and express what they know” (National Centre on Universal Design for Learning, 2014).

Within this, some students may be able to express themselves efficiently in one mode, such

as writing, however struggle in another, such as speech. Therefore, it is essential to provide

options and diversity in regards to action and expression of knowledge. (National Centre on

Universal Design for Learning, 2014). As such, it is essential to diminish stress placed on

student executive-functioning that fosters planning, execution and supervision of learning,

with a focus on strengths-based learning (García-Campos, Canabal & Alba-Pastor, 2018, p.

4). Within the learning process, students manage a wide range of varied information and

activate differing cognitive processes with differing tiers of competence, and as such,

students need these diversified proposals for interaction in the classroom of which can

manifest “meaningful, contextualised and relevant” connections (García-Campos, Canabal &

Alba-Pastor, 2018, p. 5). In reference to Jane, this stands beneficial in lowering frustration

and behavioural difficulties through providing her with options to express her knowledge that

suit her strengths (Johnson-Harris & Mundschenk, 2014, p. 170).. The diversified

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opportunities for expression allows students to engage through incorporating their own

particular interests and strengths while compensating for weaknesses (Johnson-Harris &

Mundschenk, 2014, p. 169).

Multiple means of action and expression within the UDL framework has been implemented

through providing choice in the method of responding and recording information in class.

This is particularly evident through the options of typed or written responses, which stands

applicable in appealing to Jane’s skills and strengths to navigate technology proficiently, over

her lower level literacy and writing skills. Similarly, this diversified opportunity is further

touched on through allowing students to chose how they record their work, whether it be in a

more creative manner through mind-mapping or listing, as well as responding with a typical

written essay response or with a PowerPoint/Prezi presentation, as “presentation software

allows students to express themselves by combining pictures, text, audio, and video”

subsequently supporting with these executive functions of planning and organisation of

learning with minimal cognitive load (Rao & Torres, 2016, p. 468). Furthermore, the

integration of devices “allow teachers to build in supports and easily adapt material for all

kinds of learners, including students with challenging behaviours” (Johnson-Harris &

Mundschenk, 2014, p. 170). This particularly applicable for students with ASD and D/HH

issues as “many people with autism learn most effectively through the use of visual supports”

(Autism Spectrum Australia, 2018). Furthermore, visual scaffolding and options through

presentations, graphic organisers, concept/mind maps stands beneficial for students such as

Jane as this provides an opportunity to express her knowledge in a creative and visual

manner, combined with her proficiency for ICT.

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Multiple means of engagement aligns with the affective network, with affect representing a

crucial element to learning as “learners differing markedly in the ways in which they can be

engaged or motivated to learn” (National Centre on Universal Design for Learning, 2014). As

such, this engagement is fundamental to develop relevance and purpose, however the degree

of engagement is contingent on different “personal and contextual circumstances” with a

promotion of “processes that engage the emotional aspect” being essential in the classroom

(García-Campos, Canabal & Alba-Pastor, 2018, p. 4). As such, an adapted lesson plan that

engages with Jane is essential, as she is prone to behavioural and social issues and has

“difficulty with teacher and peer relationships (Johnson-Harris & Mundschenk, 2014, p. 168).

Within the adapted lesson plan, multiple means of engagement within the class has been

firstly established through frequently referring back to relevant and realistic knowledge

within mind-maps and in class discussion. In linking information with students background

and personal knowledge, students can identify with content, subsequently leading learning to

have a more “profound meaning to them” enabling students to “learn and retain more easily”

(Rao & Torres, 2016, p. 470). In developing relevance, the use of websites and technology in

the classroom is beneficial, as “when used effectively, instructional technology

can support learners’ cognitive processes” (Johnson-Harris & Mundschenk, 2014, p. 170).

In integrating this UDL guideline, the adapted lesson plan offers prompt teacher feedback and

circulation around the class, as a means to help students maintain interest and sustain and

expand effort (Johnson-Harris & Mundschenk, 2014, p. 170; Rao & Torres, 2016, p. 469).

Furthermore, multiple means of engagement is enabled through providing students to work in

a manner that facilitates their learning style, either individually, or in groups. The opportunity

to work collaboratively in classroom discussions or groups is presented, as “students are

motivated by the authentic task of sharing their expertise and knowledge” and what interests

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them in regards to the topic (Rao & Torres, 2016, p. 470). These options for contribution are

beneficial for Jane as they provide an increased opportunity to respond, with peer tutoring

also helping her cognitively process and understand information (Johnson-Harris &

Mundschenk, 2014, p. 170). Furthermore, for students with ASD to “develop friendships

similar to those of their typical peers, they must have opportunities to do so” with small

group work not only enable assistance with Jane’s D/HH difficulties, but also “increases the

frequency of positive pupil interactions each day” and facilitating an inclusive classroom

(Watson, 2017; Boutot, 2007, p. 164; McGrath & Noble, 2008, p. 124). However, as Jane is

vulnerable to feeling disconnected in social situations, it is essential that group work is an

option, with individual work also encouraged for her particular learning style (Autism

Spectrum Disorder, 2018). Further engagement specifically useful for students with ASD,

such as Jane, is the use of a visual timer on the board to “help organisation and scheduling to

help them see and understand what is going to happen next” and to “break tasks down into

small achievable tasks, with realistic timeframes” (Larkey, 2017). These opportunities can

specifically aid Jane’s behavioural and cognitive issues, increasing her level of classroom

engagement, achievability of student outcomes and academic achievement of which

minimises behavioural disruption (Johnson-Harris & Mundschenk, 2014, p. 170).

As such, the inextricability between the three principles within UDL is evident in providing a

comprehensive education for all students. Within this, utilising UDL extinguishes potential

segregation and barriers for students vulnerable to exclusion, such as Jane, thus enabling

opportunity for efficacious inclusion and participation within the classroom.

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 Part 2: Lesson Plan Modification – Year 8 History

Colour Key - Modifications

Multiple means of representation
Multiple means of expression
Multiple means of engagement

Stage 4: Year 8 History

Outcomes: HT4-2; HT4-6; HT4-9
Time Teaching and learning actions Organisation Centred
T/S
5
Minutes Teacher: Leads lesson. Teacher marks the roll and Resources: Roll, learning Teacher
write learning intention on the board [Explicit intention.
Instruction]. Teacher politely asks for microphone
for FM assistive hearing device around neck to
connect to student’s hearing aid.

Teacher recommends OneNote as students are able to

access notes at all times.

Student: Students are to come in and take out devices

(iPad or laptop) using OneNote and write/type
learning intention:

Learning Intention: ‘We are learning to describe

physical features and the geographical setting of
Ancient Egyptian society and explain how these
natural features influenced the development’.

Teacher to write definition for physical features,

geographical setting, natural features, influence and
development.

10
Minutes Teacher: Writes ‘Ancient Egypt’ on the board as the Resources: Whiteboard, Teacher
beginning to a mind-map/list and models a few vocabulary worksheet. and
example words relating to Egypt. After this, teacher Student
asks students to contribute what their knowledge is of
Ancient Egypt from media, popular culture, reading
or any prior knowledge. Teacher is to explain
definition of each word to student. [Visual]

Student: Contribute to the class discussion and the

formation of a mind-map on the board. They may
write/type this mind-map for future reference and add
definitions as discussed in class.

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 For students who require additional support, supply
worksheet [online/softcopy and hardcopy] of words
and definitions to be included on the concept map.

20
Minutes Teacher: Students are instructed to load up following Resources: Student
website and research through the site with a partner or 10 minute timer
alone, and explicitly tell them to analyse geography.
Teacher is to write on the board on things to research Research site link:
including: resources, climate, animals, and plants the http://www.ancientegypt.co.uk/
country would have had.’ [Visual/Explicit geography/explore/fea.html
Instruction]

Teacher: Teacher to load up 10 minute timer on

board for students to research through site, write
questions on board for students to answer. [Timer]
‘’How would you describe the geography of Egypt?
Discuss the geographical features i.e. resources,
climate, animals, and plants the country would have
had.’

Students are allotted a further 10 minutes to answer

these questions typed or written [Timer]. Teacher to
circulate around classroom offering feedback and help
to students who request it.

25
Minutes Teacher: Explain background to Ancient Egyptian Resources: Teacher
power and civilisation and how geographical location Ancient Egypt Map and
contributed. Student
YouTube Video link:
Think, pair, share: https://www.youtube.com/watch?
Load up map of Ancient Egypt [Visual]. Ask students v=ss5UY2_60vc
look at/analyse the map to locate the Nile River
individually and pair with the person next to them to Questions for students
share what they know.
Ask students to then share, and contribute if they have
heard of The Nile River what/if they know anything
about it as a class. Play video “Nile River –
Educational Video” for students [Visual]. The video
is captioned and students are provided with a
transcript. Provide link for students to access later.

Write student ideas in the form of a mind-map

referencing things that the Nile River is useful for that
they saw within the video:
- Trade
- Transport
- Agriculture

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 Students may write/type this up.

Have students then pair up with the person next to

them OR independently research their own chosen
component from the mind-map, and begin a
presentation/written response the following question
(higher up on Bloom’s Taxonomy) projected on the
board [Differentiated Instruction].

Teacher to provide definitions and examples of

explain, terrain, natural resources and physical
features.

___________________________________________

Explain how the terrain, natural resources and

physical features of Ancient Egypt contributed to its
power?
___________________________________________

Teacher to circulate around classroom offering

feedback and help to students who request it. After 10
minutes, regain the students attention to discuss the
answers in a class discussion so as to share
information and construct answers collaboratively.

Teacher: Before students are dismissed, ask them to Resources: Interlocking Student
2 place themselves in the interlocking circles where circles scaffold, both
Minutes they believe they are in meeting the success criteria of printed copy or personal
“I am able to describe physical features and the copy for students who don’t
geographical setting of Ancient Egyptian society and wish to publicly place
explain how these natural features influenced the themselves.
development”. This can be printed at the front of the
classroom, or personal for students who don’t want to
publicly place themselves. [Visual]

This allows for formative assessment of whole lesson

through ‘interlocking circles’.

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 Reference List

Abbas, F., Zafar, A., Naz, T., & Iqbal, A. Footsteps toward Inclusive Education, Journal of

Education and Practice 7(10), 48-52. Retrieved April 4, 2018 from:

https://files.eric.ed.gov/fulltext/EJ1099596.pdf

Autism Spectrum Australia. (2018). What are autism spectrum disorders? Autism Spectrum

Australia. Retrieved April 4, 2018 from:

https://www.autismspectrum.org.au/sites/default/files/Kevin/What%20is%20ASD%0

Fact%20Sheet.pdf

Boutot, 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.

García-Campos, M.D., Canabal, C., & Alba-Pastor, C. (2018). Executive functions in

universal design for learning: moving towards inclusive education, International

Journal of Inclusive Education, doi: 10.1080/13603116.2018.1474955

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,

The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87(4),

168-174, doi: 10.1080/00098655.2014.897927

Larkey, S. (2017). Sue Larkey’s tip sheets for teaching children with Autism Spectrum

Disorder. Sue Larkey. Retrieved June 26, 2018 from: http://suelarkey.com.au/wp-

content/uploads/2015/05/Tip_Sheet_-_Schedules_and_Timers.pdf

Lord, C., & Bishop, S, L. (2010). Autism spectrum disorders: Diagnosis, prevalence, and

services for children and families, Sharing child and youth development knowledge

24(2), 1-27. Retrieved April 4, 2018 from:

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 http://www.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/ASDSoc

ialPolicyReport.pdf

McGrath, H., & Noble, T. (2008). The positive educational practices framework: A tool for

facilitating the work of educational psychologists in promoting pupil wellbeing.

Educational & Child Psychology 25(2), 119-134. Retrieved from:

http://www.bounceback.com.au/sites/default/files/McGrath%20Noble_Supporting%2

0positive%20pupil%20relationships.pdf

Muhammad, S. F., Aasma, & Iftikhar, U. (2015). Learning through assistive devices: A case

of students with hearing impairment. Bulletin of Education and Research, 37(1).

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1754043308?accountid=36155

National Centre on Universal Design for Learning. (2014). What is UDL? Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl

Rao, K. & Torres, C. (2016). Supporting academic and affective learning processes for

English language learners with Universal Design for Learning. Tesol Quarterly, 0(0).

doi: 10.1002/tesq.342

Stinson, M, S., & Liu, Y. (1999). Participation of Deaf and Hard-of-Hearing Students in

Classes with Hearing Students. Journal of Deaf Studies and Deaf Education 4(3),

191-202. Retrieved from: http://www.jstor.org/stable/42658510

Watson, S. (2017, June 4). Recognizing Characteristics of Deafness and Hearing Loss in

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