Student Profile

Name: Katie Smith*

Age: 16
Year: 11
Learning Difficulty: Dyslexia

Katies Bio:
Katie* loves art and can often gains immediate interest in activities that involve an aspect of
colouring in or drawing. She has a shy nature and it can take a while to build rapport. Katies
family has a history of Dyslexia, with both her father and sister also living with the learning
difficulty. Her family have sought out additional help outside of school, including speech
pathologists and further support from an education company specialising in strengthening
reading and writing skills. Her family is also very supportive at home, with both parents
ensuring homework is done to the best of her ability. Although Katie* has friends, there are
barriers of communication because of this learning difficulty. Often it takes her twice as long
to read sentences and must sound out big words before speaking the word out loud
cohesively, which means scanning words on the board a slower process for her. Katie* also
has a lower cognitive level than her peers, and therefore needs individual instruction as well
to understand how to complete tasks. She often doubts her abilities and needs positive
reinforcement when she does so. Although she struggles with written work, she is
enthusiastic about always giving the work her best try.

*Name has been changed for privacy reasons

Justification

Teachers are always finding new ways to create more inclusive classrooms for all their
students. Although there are many frameworks and policies that help teachers create these
environments, Universal Design for Learning (UDL) is one framework that can help create
these environments for all learners, not just those with special needs. UDL can be defined as
a set of principles allows teachers to develop inclusive lessons by planning to the edges of a
class, rather than to a core group of learners (Capp, 2016). This framework works when
three main principles are incorporated in lesson planning. Those three principles are multiples
means of representation, expression and engagement (Loreman, et al., 2011). UDL is not just
a focus on lower achieving students, but an inclusive method to make learning accessible to
anyone (Rose & Meyer, 2002). This assessment aims to demonstrate how UDL can be
applied to a lesson, such as a Year 11, Stage 6, Modern History Preliminary lesson on
Industrialisation, in order to help Katie, a 16 year old girl who has been diagnosed with
dyslexia.
When a teacher begins planning they must take into consideration what kinds of
abilities and special needs all students have in that class. They must think about what content
is to be taught and how the content can effectively be taught to all levels of ability. Similar to
differentiation, UDL aims to engage all learners from all levels. The three principles of
UDLs multiple means of expression; what, how and why (National Center on Universal
Design for Learning, 2014). The what of UDL (multiple means of representation) refers to
what students need to understand the curriculum. Students learn in various ways and this
element helps teachers create varied means of interpretation. The how (multiple means of
action and expression) refers to the flexibility created to allow students to express their
understandings. Finally, the why (multiple means of engagement) is aimed at creating
different levels of engagement to all students (National Center on Universal Design for
Learning, 2014). When these elements are used, an effective teaching program can be
achieved as UDL aims to decrease potential barriers to learning while increasing
opportunities to learn. It rests on a belief that designing for diverse learners results in better
learning outcomes for all individuals. (Coyne et al., 2012). UDL must be used in
consideration for what goals students are to meet and how the challenges will achieve those
goals, UDL therefore offers teachers and effective framework that helps all students, not just
those with special needs.
The lesson plan attached as Appendix 1 as previously stated is a year 11, Stage 6,
Modern History Preliminary lesson focusing on the topic of Industrialisation. The main
activities of this lesson where based around source analysis and feature a lot of reading and
self-direction in the original lesson. Although there is some differentiation in the original
plan, various alterations needed to be made to utilise the three principles of UDL in this
lesson so that the lessons are able to reach all students of all abilities.
The introduction to the lesson was changed slightly. Scaffolding is an essential part of
UDL for any student of any level (Hall et al, 2015). By both writing and verbalising the
activities students gain multiple ways of receiving the content. For someone like Katie who
struggles a bit with reading, having this verbalised as well can help her understand the
content. This type of scaffolding not only allows for students to look back or forward in the
lesson if they are lost, it also shows how the first principle of UDL, multiple means of
representation which can help all students understand the content (Novak, 2016). Scaffolding
can be beneficial when the teacher considers the starting point for the unit, is informed by
knowledge of students prior experiences, their interests and language and learning needs; the
sequence of tasks within each lesson and the language demands inherent in each (Sharpe,
2008). When encompassing this concept with UDL students have a clear understanding of
what they need to do, and have been told in more ways than one. For someone like Katie who
has lower cognitive levels, scaffolding can help her set up her mental space for what she is
going to be doing that day. By having it verbalized it helps her not stress about reading the
activities right away, while the written component allows her to go back if she gets lost.
The first activity does not cater much for students who may struggle academically.
The use of textbook chapter runs the risk of having complex words with students like Katie
who may have reading problems may have trouble reading, as well as understanding. By
rewriting the textbook content students have an easier version with the same information
allowing for the information to be processed quicker, while having the teacher read the
information initially allows for information to once again be received in different ways. The
presentation of the information must be clear and concise, and depending on the case on
different coloured paper (Reid, 2012). Its important that a teacher takes into consideration
overlearning. Katie already having a low cognitive level may struggle if too much
information is given at once, so having small short activities may be beneficial so that she
may be able to process it all. This too must be considered for all students as cognitive
overload may occur if too much information is being given at once (Arnett, 2014).
The option of having the information displayed as a video can also help students
receive information in multiple ways, again showing the multiple means of representation
principle of UDL. Having students discuss the content with partners and doing an activity
that involved craft allows for the multiple means of action and expression principle of UDL
to be demonstrated. Allowing students to engage in different activities to show understanding
allows them to express their perspective and their understanding of the content. Having the
teacher check on students and re-give verbal instruction may also help them express their
concerns, and may allow the teacher to further scaffold the students minds and knowledge
(Reid, 2012). Having a conversation with students can also help hem discuss the content. All
students, even those like Katie who has Dyslexia can benefit from discussing content with
teacher in order to better understand it (Reid, 2012).
 The next two activities of the lesson have had some considerable differentiation
planned but not enough for UDL. The first activity using UDL requires that the teacher read
out the information and plan with the students primarily. This again allows students to gain
information in different ways and can help those with lower reading levels, not just Katie.
The use of having students work in groups can be beneficial. One aspect of this is students of
a similar age and ability often have similar Zones of Proximal Development (ZPD) (Arnett,
2014). It allows for students to share their understandings in a verbal manner, with others in
similar cognitive states and enhance others understanding. For someone like Katie who may
struggle understanding big concepts discussing ideas and knowledge with peers may help her
understand what she has learnt without constant guidance from her teacher. This may also
allow for further means of engagement or multiple means of engagement, the final principle
of UDL.
Upon the completion of one task, students are invited to share their responses as a
group. This gives leeway for students who may be gifted and talented (GAT) to share their
thoughts and answers. This allows for students who exceed to still feel challenged and allow
them to express their answers in a different way, showing two of UDL principles multiple
means of expression and multiple means of engagement. Its essential a teacher considers
high achieving students as well as lower as UDL is aimed at all students, not just those
struggling. An option in the lesson also leaves room for GAT students to also help their
cohort when in groups. Teachers must consider GAT students when lesson planning and give
students high expectation, as well flexible learning options (NSW Department of Education
and Training, 2004). In this lesson GAT students with the use of UDL are able to have not
only the spoken information but also the written if they wish to read ahead.
A major downfall of the lesson for students with learning difficulties is the amount of
activities students are expected to undertake in this lesson. not only could the amount of
activities confuse students, it could lead to overlearning, which may impact not just Katies
understanding of the topic, but also all other students. Nevertheless, the final activity has
some differentiation included. By having the teacher work through the steps as a class,
demonstrating how each letter and task represents another aspect of source analysis, it can
help students ask questions while learning about the steps in theory. Having the teacher
guided aspect to it helps scaffold learning, and minimises the reading and comprehending
students may struggle to do so on their own.
Considering Katies level of cognition, her struggles with written words as well as her
struggles with confidence and communication, a lesson that involves a lot of teacher direction
and support may make her feel more comfortable and help build the rapport she needs to feel
comfortable enough to attempt activities on her own. This lesson encompasses the three
principles of UDL and uses them in an effective way that only benefits Katie but also benefits
other students. Although the lesson may have too many activities for a class with students
with literacy problems, the UDL adaptation make the lesson assessable for all students,
including Katie.
Reference List
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). Pearson Education
Limited
Capp, M. (2016). Is your planning inclusive? The universal design for learning framework
for an Australian context. Australian Educational Leader, (4), 44-46.
http://search.informit.com.au/documentSummary;dn=605439579318289;res=IELHSS
Coyne, P., Pisha, B., Dalton, B., Zeph, L.A. & Smith, N. C. (2012). Literacy by Design: A
Universal Design for Learning Approach for Students With Significant Intellectual
Disabilities. Remedial and Special Education 33(3) 162172. DOI:
10.1177/0741932510381651
Hall, T. E., Cohen, N., Vue, G. & Ganley, P. (2014). Addressing Learning Disabilities With
UDL and Technology: Strategic Reader. Learning Disability Quarterly, 38(2) 7283.
DOI: 10.1177/0731948714544375
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in
the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin
National Center on Universal Design for Learning, (2014). The Three Principles of UDL.
Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles
Novak, K, & Rose, D. (2016). UDL Now!, CAST Professional Publishing. ProQuest Ebook
Central, http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4705711.
NSW Department of Education and Training. (2004). Policy and implementation strategies
for the education of gifted and talented students. Retrieved from
https://education.nsw.gov.au/selective-high-schools-and-opportunity-classes/general-
information/gifted-and-talented-students
Reid, G. (2012) Dyslexia and Inclusion. (2nd ed.) Taylor and Francis.
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1092767.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design
for learning. Alexandria, VA: Association for Supervision and Curriculum
Development
Sharpe, T. (2006). Unpacking Scaffolding: Identifying Discourse and Multimodal
Strategies that Support Learning. Language and Education, 20(3), 211-231. DOI:
10.1080/09500780608668724
Appendix Stage 6 Preliminary Modern History Lesson Plan

Students learn to: Student learn about:

P3.3 comprehend and analyse The process of historical inquiry
sources for their usefulness and
reliability

Resources

Steele, C. (2017) TOMACPRU. Retrieved from in class handout.

Let Her Come. New York Times, New York City, New York. [Image] Retrieved from the Library of Congress,
http://hdl.loc.gov/loc.rbc/rbcmil.scrp5011302
Retrospective Textbook. (2007). Chapter 10: The World at the Beginning of the 20th Century. Retrieved from
https://docs.google.com/viewer?a=v&pid=sites&srcid=c3lkLmNhdGhvbGljLmVkdS5hdXxnc2NjbWhpc3xneDozMzJhM2IxN2JmNzQx
M2Jl
Source analysis question chart.
Time Teaching and learning actions Organisation Centred
T/S
1-5 Students enter the room, place their bags towards the Teacher: Marks roll, lets students
back of the class, with their books and pens out. know about the activities they will
Teacher marks the roll and lets students know what the be participating in Teacher
activities for the lesson are. UDL is done by writing them
on the board and verbalising them. Individual instruction Student: responds to name
will also be given to Katie as part of a small groups to
ensure she does not feel singled out. Resources: Roll
5-15 Students are given page 185 of the retrospective text Teacher: checking on students,
book. They are given 5 minutes to read and 5 minutes assisting where possible
to share their thoughts with the person next to them,
this helps them develop more of an understanding of Student: engaging in the task, Student
social class and social change. The teacher is to go
around and check on students who may have Resources: Retrospective page 185
difficulties with the language used (primarily EALD
students and students who have lower levels of
achievement due to their economic status). Students
with lower reading and writing skills are encouraged to
write the words in the vocabulary list.
UDL is done in this part of the learning in a few ways.
Firstly, the teacher would read out the passage and
define any big or complicated words for the students.
Secondly, she would then give them a less wordy part of
the chapter, possibly rewritten for lower reading levels
and given to students. another option would be to find a
short clip or film with the same content that the text
book had. Thirdly, students would be given a glossary
already made but rearranged, but would request
students cut out and glue them in correctly to include
some aspect of art and engage Katie and any other
students who may struggle with written work. Individual
instruction would also be given to students at random,
but always including Katie if she seems unsure.
15-20 Students will be given a source to analyse as a class. Teacher: helping any student who
Students will be given 5 minutes to read and write their has reading difficulties
ideas on the piece. Teacher will write on the board any Student
words that students may have difficulties Student: engaging in the tasks
understanding
UDL would be created by the teacher and the class going Resources: Retrospective page 185
through the source analysis as a class. Students would be
divided into groups, and would then discuss any ideas
they may feel were missed. This gives a chance for Katie
to use communication rather than focus on writing. It
also gives the same opportunity for students with lower
reading levels that exceed in verbal tasks.
20-35 Students will use a work sheet to create questions for Teacher: helps students with
source analysis. They will work in groups of 4 to create formulating questions
questions about the source. Students will then share Student
their questions with the class. Teacher is to just assist in Student: engages with the source
this task by checking on students and helping groups and question sheet
create questions. The sheet must also be adapted to
have instructions on it to assist in case students get Resources: source, worksheet
lost Depending on the level of the class students
35-45 Students will now undertake a different type of source Teacher: Shows students what each
analysis with TOMACPRU. They will learn and discuss letter stands for, answers questions
what each letter stands for and ask any questions they and helps guide students Teacher
may have. understanding
UDL will occur here when teacher discusses each step
with students. having a written version may need to be Student: engages in task,
modified to have easier vocab.
 Resources:
45-60 Students will use TOMACPRU to analyse the source in Teacher: in-class assessment
order to understand another method of source notification
analysis. Students will have the teacher to gain Teacher/Student
assistance and answer any questions they may have. Student: engaging in activity, asking
questions
Teacher will spend the final 5 minutes summarising the
lesson and handing out the assessment sheet for the in- Resources: TOMACPRU, source to
class task. analyse
Teacher would guide all students as a class to
demonstrate how source analysis is done using a
different method.
Students will be able to ask questions and inform the
teacher if there was anything they may need further
explanation on the following lesson.