APPLICATION OF UNIVERSAL DESIGN FOR LEARNING

Part 1: Case study and Universal Design for Learning

Sebastian Smith, aged 12, is a year 7 student who has been diagnosed with Dysgraphia and also

exhibits signs of anxiety and inappropriate behaviour. Often generalised as a writing disability, dysgraphia is

a neurological disorder that affects the information and motor processing skills of an individual (Nicolson

and Fawcett, 2011). It compromises a learner’s ability to execute manual production of letters resulting in

significant impairment of writing legibility and speed when compared to students of the same age (Prunty &

Barnett, 2017). As per the Diagnostic and Statistical Manual of Mental Disorders [DSM-V], writing

disorders like dysgraphia are prevalent in 5-15% of the school-children worldwide (American Psychiatric

Association, 2013).

Sebastian’s strengths include his ability to work with technology. He enjoys doing online research-

based tasks. He types twice as fast as he writes and demonstrates this in class while working on his laptop.

Sebastian is exceptionally imaginative and creative with building things, and enthusiastically participates in

practical activities in class. When involved in practical tasks, he exhibits a good eye for detail and works

well independently. He has a strong narrative memory and also excels in verbal reasoning. He demonstrates

this by actively participating in class discussions and oral class-based informal assessments. During such

tasks, he sincerely engages with his peers and displays a positive attitude towards learning.

For school-going children across the world, hand-writing is considered as the utmost important

mode of communication of learning (Prunty & Barnett, 2017). Although Sebastian exhibits high verbal

intellectual abilities as compared to his peers, he experiences significant inconsistencies in handwriting. This

is characterised by omissions/repetitions of letters and strokes, odd spaces between words and letters (van

Dun, Vandenborre & Marien, 2016), poor spellings, grammar, punctuation and run on sentences (Dohla &

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Heim, 2015). Sebastian struggles to hold the pen/pencil for longer writing durations as it results in extreme

pain in his fingers (van Dun et al., 2016). He also experiences difficulties in organizing his thoughts and

putting them on paper (Dohla & Heim, 2015). His disability presents him with huge difficulties in

communicating his understanding through writing and thus results in increased levels of frustration and low

self-esteem (Coker & Kim, 2017). His slow writing speed, poor thought organisational skills and inability to

finish the tasks like others in the class, despite knowing the content, also results in heightened anxiety levels

(Thakkar et al., 2016). The avoidance of failure is the underlying cause of his inappropriate behaviour in

majority of his classes where he shows reluctance to attempt or complete the tasks that involves writing

(Albert, 2003). The inability to perform like his peers also impacts his social-emotional wellbeing, which is

evident through his limited social interaction (Loreman, Deppeler & Harvey, 2011). Students like Sebastian

form a significant part of the mainstream education system (Vitelli, 2015; NSW Department of Education

and Communities, 2012). Therefore, it is imperative for the teachers to adopt inclusive instructional designs

that are relevant, accessible and allow meaningful learning in all students.

Universal design of learning [UDL] is a framework of principles that facilitates inclusion by making

the curriculum accessible to all students, regardless of their diverse backgrounds, learning needs or

disabilities (Vitelli, 2015). It focusses on incorporating flexible learning with respect to goals, methods,

instructions, resources and assessments for addressing “linguistic, cultural and cognitive variability” in

learners (Hall, Meyer & Rose, 2012, p.4). UDL stems from the fine amalgamation of research in the fields

of neural networks involved in learning (recognition, strategic and affective) and quality teaching practice

(Meyer, Rose & Gordon, 2014). These neural networks form the basis of the principles of UDL that provide

students with – multiple means of representation [MMR], multiple means of action and expression [MMAE]

and multiple means of engagement [MME] (Meyer et al., 2014). By providing equitable opportunities for all

students to learn in meaningful ways, UDL fosters improved educational outcomes for students with/without

disabilities (Vitelli, 2015). Apart from supporting students, it also allows teachers to develop a deeper and

more accurate understanding of their students learning, align teaching practice to suit individual needs and

thus, unveil hidden competencies to boost classroom performance (Loreman et al., 2011).

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 The principle of MMR focusses on the diverse ways in which information can be presented to the

learners and thus addresses learners’ variability in recognition network (Hall et al., 2012). By utlising

different ways of presenting content, it expands a learner’s processing skills to perceive, interpret and

understand information (Meyer et al., 2014). These may include the use of textbooks, highlights,

worksheets, PowerPoints, videos (with captions), podcasts, google docs, pictures, graphic organisers (mind

maps, venn diagrams, tables, lists), symbols, diagrams, models, simulations, digital pens, audio-books,

scaffolds and demonstrations (McDermott & Hand, 2013; Ryan, 2012). The use of differentiated instructions

along with MMR also enhances the learning outcomes in students by allowing them to analyse relationships

and ideas and thus construct deeper conceptual-understanding (Westwood, 2001). In case of Sebastian,

different modes of representation may enhance his engagement in classroom activities, thereby supporting

his reasoning ability (Eliam & Poyas, 2008). These may also assist him to engage more, organise his

thoughts, encourage handwriting to reduce anxiety and frustration, and thus improve his academic and

emotional wellbeing (Paquette, 2007). Presentation of information using different media may also enhance

his creative and contextual understanding, thus promoting a positive attitude towards learning (Paquette,

2007).

The adjusted lesson plan incorporates MMR through use of a range of learning activities and

universal resources to make learning broadly accessible for all students (Loreman et al., 2011). In the

beginning of the lesson it focusses on the students’ aural as well as visual processing skills by delivering the

learning goals and expectations, both verbally and as text. Explicitly defining the learning goals and

expectations can allow all students including Sebastian to organise their thoughts around the content,

anticipate their learning needs, track their progress and thus reduce anxiousness (Department of Education

and Training, 2017). The lesson plan further allows students to reflect on their prior knowledge by

facilitating discussion using strategic open-ended questions and pictures. This assists aural, verbal as well as

visual learners to comprehend the information in a better way (Hall et al., 2012). Use of graphic organisers

like mind map is done to clarify concepts and build upon students’ existing knowledge-base for a

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meaningful learning experience (Dexter & Hughes, 2011). To reinforce the relevance of the content to a

broader audience, the lesson provides choice to students to either watch a video, read a script or research the

internet on Aboriginal water values. Allowing students to choose from multiple representations of same

information not only encourages them to expand their recognition networks, but also facilitates better

perception and comprehension for enhanced learning outcomes (Meyer et al., 2014; Hall et al., 2012).

MMAE focus on the differentiated ways in which learners can demonstrate their understanding. By

providing the learners with a range of options and avenues to express their knowledge, this principle

supports the strategic neural network in learners (Hall et al., 2012). It allows learners, like Sebastian, to use

varied options with respect to respond methods and “access to variety of tools and assistive technology” for

construction and composition of communication (Meyer et al., 2014, p. 103). Research suggests that

learning can be demonstrated through various ways such as handwritten notes, oral presentations,

Powerpoint presentations, discussions, videography, audio recordings, charts, graphs, drawings, model

construction, practical tasks, typed notes on computer or use of word processor (McDermott & Hand, 2013;

Jewitt, 2008). Studies suggest that by providing alternative means to students like Sebastian, MMAE allow

them to achieve competence, develop engagement with learning, self-efficacy and self-awareness for

attainment of higher-educational levels (Hall et al., 2012).

The lesson plan emphasises on this aspect of UDL by providing multiple options to students to

comprehend the instructions/content and demonstrate their understanding in varied ways. For instance, the

students are given choice to handwrite or type the lesson goals. As Sebastian types faster than he writes, this

can engage him at the beginning of the lesson with something that he can easily accomplish and further

motivate him to achieve more (García & De Caso, 2004). The lesson then encourages students to think and

communicate orally/through texts (handwritten/typed on google docs) to share their existing knowledge.

This will also assist Sebastian to share his reasoning ability with others in the class and promote sense of

social interaction (Loreman et al., 2011). The provision of sentence starters is also suggested as a strategy

for students with writing disabilities to encourage thought formation and enable short bursts of handwriting

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exercises (Dohla & Heim, 2015). Exit slips at the end of the lesson are also incorporated to practice

handwriting as a mode of communication (Dohla & Heim, 2015). Students are also provided with flexible

options to either write, draw, take photo or use software to construct a mind-map, to organise the discussed

information. This enables all students, including Sebastian, to utilise their interests, imagination and

creativity to organise their thoughts and enhance their learning (CAST, 2011). To assist students like

Sebastian, who have difficulties in writing, the use of assistive technology like, touch typing, speech

recognition software/ speech to text tools (Google’s voice typing, Apple’s Speak screens or dragon

dictation) is incorporated (Garrett et al., 2011). By eliminating extensive typing such softwares reduce the

associated stress injuries (Garrett et al., 2011)

MME, the third principle of UDL supports the affective neural network by looking into strategies

that stimulate interests and motivation of a learner (Meyer et al., 2014). By providing different ways to

engage, it allows learners to self-construct their knowledge, sustain effort and persistence, and develop

ability to self-regulate (Hall et al., 2012). It is suggested that this can be accomplished using students’ prior

knowledge base to construct new concepts, using real life scenarios/examples to establish connection,

providing options/choice to learn and demonstrate their learning, collaborative work, staging the activities,

using ICT and giving timely feedback (Nwachukwu, 2017; Davis, Summers & Miller, 2012; Loreman et al.,

2011). Studies suggest that in students like Sebastian, incorporation of activities involving ICT, discussions,

online research and things that suit their interest, enable teachers to acknowledge students’ strengths,

establish the feeling of achievement in students and thus promote self-efficacy (Davis et al., 2012).

Engagement in collaborative work is also suggested to increase involvement and self-esteem, reduce

anxiety, and promote metacognition and a positive attitude to learning (Loreman et al., 2011).

The adjusted lesson plan incorporates MME to promote students’ academic, behavioural and

emotional success (Blondal & Adalbjarnardottir, 2012). It is demonstrated by encouraging students to

indulge in progressive muscular relaxation for addressing their wellbeing (Moro & Vidailhet, 2010). Apart

from benefitting Sebastian by releasing muscular tension, it also targets all students by reducing their stress

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levels, making them feel invited to the classroom, and promote a positive learning experience (Buchler,

2013). Providing students with opportunities to respond enhances engagement, resulting in positive

academic and behavioral outcomes (Harbour, Evanovich, Sweigart, & Hughes, 2015). Inclusion of a

research-based task has also been included to enhance engagement of students like Sebastian, who enjoy

online research. The questionnaire linked with the task on Aboriginal water values is also staged into parts

to allow better comprehension and allow motivation for task completion (Loreman et al., 2011).

Constructive feedback by teacher throughout the lesson also forms an indispensable tool to focus on

students’ efforts, reinforce importance of attempts, and stimulate enthusiasm for learning (Harbour et al.,

2015). Options have also been provided for students to work collaboratively. By increasing social

interaction, collaborative work can not only increase Sebastian’s self-esteem and social competence but

provide all students with a safe and a positive learning environment (Hennessey & Dionigi, 2013).

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Part 2: Lesson plan

Colour key: Multiple means of Representation

Multiple means of Expression
Multiple means of Engagement

SCIENCE Class: Year 7 Date: 24-05-2018 Unit: Crystal

clear
Topic: Water as a resource Outcomes: SC4-16CW, SC4-17CW
Lesson Stages Teacher Strategies Resources
Introduction - Mark attendance and instruct students to indulge in progressive White board/
muscular relaxation. Powerpoint
(10 minutes) - Remind students about the learning expectations and goals for the
unit
- Provide the lesson goals on white board/powerpoint and instruct
students to copy in their journals (handwrite/ type)
Engage - Facilitate discussion on importance and uses of water in daily life PowerPoint,
using strategic questioning. Display different pictures/GIFs on white board
(15 minutes)
powerpoint to assist comprehension
- Instruct students to think, discuss in pairs and share their views
with the whole class. (handwritten/typed in google classroom)
Assist students with sentence starters/visual clues to aid thought
formation. Provide feedback on prior knowledge
- Create a mind map on white board from the views presented by
students and ask students to copy (write/draw/take photo).
Students can also construct the mind map using CANVA software
Explore, - Instruct students to watch a video (with captions) on ‘Aboriginal Video,
Explain & values of water’. Students to take notes as they watch and answer worksheet
Elaborate the five questions on the provided worksheet. Provide video link (scaffolded with
for students to re-watch if required. Students can also research sentence
(25 minutes)
(individually/in pairs) on ONE of the following topics to answer starters)
the questionnaire:
1. Aboriginal uses of water, or
2. Water as a cultural value in Aboriginals, or
3. Importance of water for Aboriginals
Students may use Google’s ‘Voice Typing’ or Apple’s ‘Speak
Screen’ to type and submit using google classroom. Instruct
students that they may use ‘Spell Checker’ if required.
- Divide the activity into 3 steps – for each step, instruct students to
focus on two questions and then discuss.
- Teacher to observe students to guide their responses and reinforce
positive efforts.

Evaluate & - Instruct students to reflect on the lesson goal and respond on Exit slips (with
reflect effective use of water (verbal/handwritten/typed) sentence starter)
(10 minutes) - Provide exit slips and instruct students to write 1-2 lines on “how
will they use water effectively”

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