Case Study

My Learning Problems won’t quit

By: Brittany Sproule
Student Profile: Daniel
● Cerebral palsy
● Uses nonmotorized wheelchair
● Requires eating frequently to maintain energy level
● Passion for sports statistics

Strengths:
● Cheerful
● Good communication
● Responsive in conversations
● Gets along with peers
● Enjoys movement breaks

Concerns:
● Lack of participation in classroom discussions
● Lacks confidence in work
● Has limited space to move in the classroom
● Has difficulty accessing materials in the class
● Disruptive with his loud voice
● Easily bored and tired
● Not meeting expectations in reading and writing
 Problem
Although Marcy acknowledged his physical disabilities, she had not considered
the fact that most children with Cerebral Palsy also have additional disabilities,
such as learning or behavioural disabilities.

Frank had recommended she do a Multidisciplinary assessment

How to support the student using the UDL
Guidelines
“If I give him individual assignments, will I be defeating the intent of inclusive education by setting him up
as different and less able?” -Marcy

● Provide multiple means of action and expression

● Optimize individual choice and autonomy-I think providing Daniel, along with
the rest of the class, a choice in their work, will allow all students to access
the learning in a way that best supports them. If all the students are doing
this, it will not segregate Daniel and will also benefit the rest of the class too.
This will also recruit his interest in learning.
● Clarify vocabulary and symbols
● Activate or supply background knowledge
● Give explicit prompts for each step in a sequential process
● Facilitate personal coping skills and strategies
How to support the teacher using the UDL
Guidelines
● Create cooperative learning groups with clear goals, roles, and responsibilities
● Create school-wide programs of positive behavior support with differentiated objectives and supports
● Provide prompts that guide learners in when and how to ask peers and/or teachers for help
● Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)
● Construct communities of learners engaged in common interests or activities
● Provide learners with as much discretion and autonomy as possible by providing choices in such things as:
○ The level of perceived challenge
○ The type of rewards or recognition available
○ The context or content used for practicing and assessing skills
○ The tools used for information gathering or production
○ The color, design, or graphics of layouts, etc.
○ The sequence or timing for completion of subcomponents of tasks
● Allow learners to participate in the design of classroom activities and academic tasks
● Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals