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Jane Doe is thirteen years old and currently a student in year 7. She has been diagnosed with
Ocular Cutaneous Albinism (OCA). OCA is a group of inherited disorders that is characterized through a
reduction in melanin synthesis, causing decreased pigmentation of hair, skin and eyes (Gronskov, Ek &
Photophobia, all of which are areas of concern for Jane. Gronskov, Ek and Brondum-Nielsen, (2007),
explain that students with OCA should be given special care and attention while at school, with large type
textbooks or worksheets, high contrast written materials and use of computers. These strategies have
been included in Jane’s Personal Learning Plan (PLP) and has been utilised to maintain her academic
integrity (Lachat & Smith, 2009). In response to creating an inclusive classroom and using her PLP as a
guide, teachers must plan lessons that allow students to achieve to the best of their abilities. Jane’s
strengths include a well developed Information Technology and Communication (ICT) skills and the ability
to work cooperatively in collaborative learning space. She is also known to be a positive, outgoing and and
enthusiastic learner, especially in Science. She demonstrates her enthusiasm and positivity by answering
questions in class, engaging in classroom discussions and complying with the teacher’s instructions. When
she becomes engrossed in a particular activity in class, she works independently with limited assistance.
Lessons have been planned so that Jane receives materials that can be easily read and seen by her;
sometimes her own copy was given in class if there are online activities. She has a regular school learning
support office (SLSO) with who her teachers consult with for any concerns raised within the classroom.
Consistent consultations with Jane’s SLSO often results in minor changes to activities or any preparations
While her enthusiasm shows her completing set tasks, she can become disengaged if the teacher
doesn’t check in with her. Although her independent nature works well in class, if there is something that
Helen Asokan, 18042085
she cannot comprehend or see in the class, she does not voluntarily raise her concerns. Jane often
establishes herself as a good student but fails to ask questions regarding any issue that concerns with her
sight. Her SLSO has mentioned that Jane does not like to bring attention to herself; thus her keeping to
herself and her group if she can not see the board or the screen. To ensure that Jane does not feel
discomfort, her teachers have been making use of technology in the form of google classroom and google
docs to facilitate a broader range of educational activities. Hasselbring and Glaser (2000), state that the
students of the “digital age” become better equipped with adaptive technology that allows students with
disabilities to become active learners in the classroom, alongside their peers. Her PLP outlines that she is to
always ask questions in regards to any issues in class and, along with her teachers and her SLSO, she is
beginning to improve in establishing herself as an active and effective learner in the classroom.
Differentiated learning is a pedagogical approach that is supported by the Universal Design for
Learning (UDL). The Universal Design for Learning encourages the accommodation of adjustments that are
made for students with learning difficulties (CAST, 2011. p.4). UDL is an excellent instructional technique
that is used to provide resources, goals and assessment criteria that provides all members of the classroom
an equal opportunity to succeed (Johnson- Harris & Mundschenk, 2014). In Jane’s case, her visual
impairment requires larger font sizes, assisted classroom support and an increase in the use of technology.
Teachers support her learning by making such adjustments that contribute towards her success as an
active member in the classroom. UDL focuses on the diverse mix of needs within todays generation to
identify strategies and models for successful implementation within the classroom (Gradel & Edson, 2009).
UDL encompasses three main principles that puts forth an effective approach to classroom procedures and
accessibility to all potential learners within the classroom (Johnson- Harris & Mundschenk, 2014). Teachers
are held responsible for students in the classroom and it extends as a strategy implemented by UDL. For
the success of UDL, teachers are required to be flexible and quick to adapt to new situations and
technological advances. Executing the UDL framework while designing the lesson from the start instead of
Helen Asokan, 18042085
adding modifications later, streamlines the process and ensures teachers provide effective and applicable
Students with disabilities often have trouble coping with mainstream classes and are in dire need of
assistance. Although Jane has a significant disability that affects her learning; she does not display any
negative behavioural issues in the classroom that may disrupt other students. Rather, the only concern
regarding her is that she does not ask for help if she is unable to see the board or understand a particular
concept. Behavioural and educational issues are interconnected in that, addressing both issues
simultaneously can help students maintain their engagement in the classroom (Johnson- Harris &
Mundschenk, 2014). There are three main principles that are significant to the application of UDL. These
involve presenting students with multiple means of action and expression, multiple means of
representation and multiple means of engagement (Johnson- Harris & Mundschenk, 2014). The concept of
UDL is developed based on the idea of generating a classroom that is able to cater for the needs of all
students. This includes lesson activities, any equipment they need to use and an efficient classroom
environment (Johnson- Harris & Mundschenk, 2014). These principles allow for maximum amount of ways
that the learners are exposed to in order to make the choice of how to expand their learning and
Multiple means of Representation accounts for the variety of ways the teacher presents the
content or concepts covered in the lesson. The teacher should use a variety of teaching strategies to
include all learning needs of students in their class (Johnson- Harris & Mundschenk, 2014). This allows for
students to receive the same content material in multiple ways to maximise their understanding. The
lesson below includes extensive use of visual aid with classroom discussion and student directed learning
to allow for higher order thinking skills and deeper understanding. Any videos or presentations used will be
put up on google classroom, providing access to all students and Jane; she can use it to zoom in and
receive the same experience as her peers. Visual aid can be used to make the learning experience more
Helen Asokan, 18042085
active, progressive and real (Shabiralyani, Hasan, Hamad & Iqbal, 2015). The lesson plan below specifies for
students to construct their own dichotomous key using the pictures given to them. A visual, practical and
collaborative activity as such permits for logical thinking and ensures to provide a deeper understanding
into the concept of dichotomous keys. The cards have also been sized in A5; which not only helps Jane, but
also her peers as they present it to the class. As outlines previously, one of Jane strengths is working
collaboratively and this activity allows her to fully participate independently. The A5 cards were not just
used for Jane’s group, but distributed to all her peers as well. This further promotes inclusion and helps to
divert attention from Jane to the class as a whole (Johnson- Harris & Mundschenk, 2014). Shabiralyani et
al. (2015), clarify that it is also important to request feedback from students towards the end of the lesson,
as done in the plan below. It is imperative to your knowledge as a teacher to consider any perceptions,
failures or success on the lesson to reflect and try to accommodate any ideas or strategies suggested by
Multiple means of action and expression allows for students to relate the content with a variety of
methods, and help them utilise their skills to the best of their ability to maximise learning. This way, the
students are able to add their own ideas about the concept covered further help to amplify their strengths
(Johnson- Harris & Mundschenk, 2014). In the particular lesson plan attached below, the teacher has
included a variety of different ways to teach a particular concept. Instead of targeting Jane in the
classroom, the teacher has centralized the teaching strategies so that all students benefit and Jane does
not feel like the attentions is diverted to her. The class is asked to take notes as they go, but the teacher
allows for students to construct them in a way that will best suit their learning needs. They have also been
told to either hand write the notes or type it on their laptops. Providing such choice for students is vital
because students can use a method that best expresses their ideas and helps them organise their learning
without being penalized for their weaknesses. Choice provides the foundation to reinforce their strengths,
ultimately resulting in an inclusive and positive learning environment, reinforcing the main idea of UDL
Helen Asokan, 18042085
(Johnson- Harris & Mundschenk, 2014). This helps Jane to maintain her enthusiasm and positive manner in
the classroom, resulting in a better learning experience for her as well as her peers.
Multiple means of Engagement, the third principle of UDL (Johnson- Harris & Mundschenk, 2014),
involves pedagogical approaches to maintain student interest and engagement throughout the lesson. The
teacher can accomplish this by engaging students with real world situations with the concept covered. The
dichotomous key is a tool used for classification. The teacher establishes classroom engagement by
classifying the students into categories. This enables the students to think about the concept they are
learning and gain a practical and realistic understanding of the topic covered in the lesson. They are then
asked to complete another classification activity with pictures in groups. Collaborative learning or group
work has become a central tool in developing engagement in classrooms (Chiriac, 2014). At the present
time, research shows that collaborative work allows for educational development and social development.
Although Jane does not show signs of decreased social skills, collaborative work would prove beneficial to
her and her peers when they share different perceptions. This conveys a level of understanding between
her and her peers and helps to maintain an inclusive and positive classroom environment (Chiriac, 2014).
The lesson also incorporates videos and other modes of visual representation to develop the interest of
students. The choices provided to the students in the lesson also establishes a mutual understanding
between them and the teacher. As a UDL classroom, the teacher would explicitly promote and support all
methods of engagement to accomplish a well suited classroom for all students, (Johnson- Harris &
The three main principles described above, help to facilitate the movement as a UDL classroom in
today’s educational progression. Increased opportunities for student participation, flexibility of the teacher
and collaborative learning provide the basics skills for students with disabilities and mainstream students
Colour Key:
Multiple means of Representation
Multiple means of Action and Expression
Multiple means of Engagement
Introduction:
Time Teacher Activity Student Activity Resources/ Strategies
5 mins Teacher will welcome the class Sit down and listen and get Since the school has a BYOD policy,
and mark the roll. A brief outline organised as they are told. students will get their laptops out and
of what the lesson will consist of. begin to log in.
Tell the students to log into the This provides the students with time
laptops so that it is ready to do so to settle down before the lesson
while you explain the outline begins
5 mins Teacher writes “organisms” on Contribute to the lesson by White board and marker.
the board and creates a mind saying answers as Provide students with more answers
map with the help of the Living things to facilitate their thinking “outside the
students. Animals box” Use images and visual aid to help
(PRE ASSESSMENT to test Plants cement the idea of “organisms”.
background knowledge) Bacteria Students will be able to access the
Fungus information on google classroom.
Body of Lesson:
20 mins Go through the concept of Pay attention and The classroom discussion is continued
classification and the importance participate in the class with a variety of visual aid; PICTURES
of classification in a class discussion. AND VIDEOS- Describe the visual aid in
discussion. A brief Take some notes as we go. great detail as well.
introduction into the levels of
classification and the diverse Possible answers – Printout of a classification key for
organisms within our world animals-
1) A way of organising or
(Plants and animals). Introduce
grouping organisms,
the five kingdoms through the Students will work in pairs to
communication,
printout for reference. This determine some key elements of
common language-
lesson, the focus is on animals. classification. They will also work on
Binomial naming (will
Explain the difference between an example provided on the printout.
address later)
Vertebrates and invertebrates
2) Similarities and
(backbone/ no Backbone)- Use a In this lesson students are required to
differences, Structural
visual aid (Describe it as well) make notes as the lesson progresses;
features, where they
Explains Dichotomous key they may either (hand written or
live and behaviour
(usually consisting of couplets typed)
3) Legs
and a statement each) and
Wings
taxonomy (a branch of science
Heart a) Construct Venn diagrams where
which deals with classification
Bones appropriate
process) Hand out classification
b) Take dot points down
key.
c) Draw tables
d) Make a PowerPoint- presentation
Questions:
style
1) What is classification?
2) What are some of the
things we need to think
about in order to classify
organisms?
3) What are structural
features?
Helen Asokan, 18042085
15 mins DIY PROJECT- Along with their Organise the animal cards Students will work in groups of two or
textbook and the internet, with their own classification three to construct a classification key.
students are to build their own key. These cards are sized in
classification key with some A5. The writing on the white board should
printed animal cards given to be big enough for all students to read.
them. Here’s an example: This will be done on A3 Read out loud as you write.
(draw it out n the board) paper or make a
presentation online.
example on the board. There is a video shown after the group
Can be as creative as activity from that provides visual
E.g. Cards given- Cow, dog, possible and it does not clarification with audio commentary.
parrot, bat. have to follow the taxonomy
or dichotomous key This video will go up on google
Classification- has four legs (cow, provided at the beginning of classroom at the end of the lesson so
dog, pig). Herbivore (Cow). the lesson. that the students always have access
Carnivore (Dog). to it.
References
CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA.
Chiriac, E. H. (2014). Group work as an incentive for learning- student’s experiences of group work.
Gradel, K. & Edson. A. J. (2009). Putting Universal Design for Learning on the Higher Ed Agenda. Journal of
Gronskov, K., Ek, J. & Brondum-Nielsen, K. (2007). Oculocutaneous albinism. Orphanet Journal of Rare
Hasselbring, T. S. & Glaser, C. H. W. (2000). Use of technology to help students with special needs. The
Lachat, M. A. & Smith, S. (2009). Practices that support data use in Urban High Schools. Journal of
John-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.
Doi: 10.1080/00098655.2014.897927
Shabiralyani, G., Hasan, K. S., Hamad, N. & Iqbal, N. (2015). Impact of Visual aids in Enhancing the Learning
Progress Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-234.