102084 INCLUSIVE EDUCATION: THEORY, POLICY AND PRACTICE

ASSESSMENT TWO: CASE STUDY

JADE CUNNINGHAM 17999508

PART ONE. CASE STUDY – Universal Design for Learning

‘Jane’ is a fourteen year old girl in year nine and has been diagnosed with mild intellectual

disability. An individual with a mild intellectual disability will learn and cognitively develop

slower than others of the same age (Evely & Ganim, 2011). Intellectual disabilities affect

students’ mental and physical well-being and functions in the school environment. Students

with mild intellectual disability can have problems thinking, speaking, remembering, finding

solutions to problems and socially interacting (Al Hazmi & Che Ahmad, 2018). Although

learners with mild intellectual disability may require increased support and modifications to

their learning, today in Australian classrooms the movement of inclusive education allows

students with additional needs to be part of mainstream learning (Kraayenoord, 2007). A

number of teaching and assessment strategies exist that benefit all students within the

classroom including the use of clear language, providing real-life examples, presenting content

in a range of formats and providing flexible forms of assessment (ADCET, 2018). The universal

design for learning framework is valuable for providing students with intellectual disabilities

access to mainstream education through learning and teaching practices that support the

individual.

Within the classroom Jane’s strengths include a strong interest in history, following instruction

and enthusiasm towards learning. Jane demonstrated some hesitance towards participating in

class discussion, though with teacher encouragement would answer questions if she knew her
answer was correct. Jane is an enthusiastic and focused learner when she is intrigued by the

content. When engaged in learning Jane listens intently and can remember most information

when asked one on one. Jane can work well independently when clear instructions are given

and displayed on the board for reference. Jane’s areas of need are centred on social and

cognitive development issues. Although Jane listens in class, she often has a low level of

comprehensions, particularly numeracy. She also interacts with only a few students within the

class and requires constant support within group tasks. The universal design for learning

framework will create an effective learning environment for Jane and her class.

The universal design for learning is an inclusive education framework supporting all students

learning needs. The universal design for learning involves planning and teaching content in a

way that allows all students to be able to access and participate in their learning regardless of

their additional needs (Kraayenoord, 2007). Universal design for learning creates an

environment to allow students to take control in assessing information, with the teacher

monitoring progress and applying new methods of thinking (Kraayenoord, 20017). This

classroom environment and teaching pedagogy is an inclusive approach for encouraging

student autonomy and peer interactions. Three principles exist within the universal design for

learning that shape the what, how and why of learning to meet the needs of all learners. The

three principles are providing multiple means of representation, action and expression, and

engagement (Salend & Whittaker, 2017). The universal design for learning is a valuable

framework for learners such as Jane to have access to supportive teaching and learning

practices.

The first principle of the universal design for learning framework, provide multiple means of

representation is valuable for all students as each individual recognises and understands
information differently (Salend & Whittaker, 2017). As each student learns and comprehends

content in a different manner, it is necessary to explain and display information in a number of

ways. Perception is an important part of representation as for a student to learn information

it must be displayed in a way that that learners can understand through using text, images,

visuals and more (National Center on Universal Design and Learning, 2014). Language,

expression and symbols also require multiple means of representation as these can be difficult

for learners to understand when clarification or explicit teachings is not provided (National

Center on Universal Design and Learning, 2014). It is important to recognise that the use of

vocabulary and symbols can be difficult for learners as this assumes that they are aware of

their meanings. Providing options for comprehension is important for learners to process

information, and connect new knowledge with existing understandings (National Center on

Universal Design and Learning, 2014). Representing and connecting knowledge

comprehension in multiple ways is important to enable students to gain a deep understanding

of their learning. Providing multiple means of representation is valuable in supporting all

students understanding and participation in education.

The adjusted lesson plan has achieved multiple means of representation using explicit

language, connecting existing knowledge and presenting information in a number of ways

(Salend & Whittaker, 2017). Implementing the universal design for learning framework enables

all students to understand content in a way that is reflective of their learning needs.

Adjustments to the lesson plan have been made to best support Jane’s learning. As students

with mild intellectual disability can have difficulty understanding difficult language, from the

lesson outset explicit definitions of the language that will be used throughout the lesson are

explained (Al Hazmi & Che Ahmad, 2018). As students with additional learning needs can have
difficulty reading large paragraphs of text, a website with audio reading has been selected to

allow all students to be able to participate in the activity, having the option to read or listen to

the content information (Al Hazmi & Che Ahmad, 2018; ADCET, 2018). As it has been identified

through class observations that Jane can struggle with task instructions, all activity steps are to

be written on the board for all students’ reference throughout the two tasks. Providing text,

image and video sources for analysis provided multiple representations of information in order

to support all students’ comprehension and understanding of content to achieve syllabus

outcomes (ADCET, 2018). Adjusting the lesson plans means of representation is important to

support all students’ perception, language development and comprehension as supported by

the universal design for learning framework.

Providing multiple means of action and expression is the second principle within the universal

design for learning framework, giving all students the opportunity to interact with their

learning environment and their knowledge (National Center on Universal Design and Learning,

2014). Providing individuals multiple options for physical action is necessary for inclusive

education and participation opportunities (National Center on Universal Design and Learning,

2014). Utilising assistive technology and different forms of navigation is important in learning

to allow all learners the opportunity to be involved in physical action. It is also important to

create an inclusive classroom using multiple options for expression and communication in

learning and assessment. As all individuals express themselves and communicate differently, it

is important as a teacher to support and encourage students’ use of multiple tools to construct

and demonstrate knowledge in a way that supports their learning needs (National Center on

Universal Design and Learning, 2014). Providing options for executive functions is necessary to

support all students’ ability to set goals, manage time, problem solve and engage within the
classroom (Salend & Whittaker, 2017). Executive functions strategies are important for

students, particularly with additional learning needs to be able to interact with their

environment and learn. Supporting means of action and expression is critical for learners’

ability to function and learn within the school environment and beyond.

The below adjusted lesson plan supports multiple means of action and expression to support

all student access to learning and participation. Modifications have been made to provide Jane

and her class members the ability to interact with their environment, utilise assistive

technology and communicate in multiple ways (National Center on Universal Design and

Learning, 2014). As Jane and other students within a class can feel uncomfortable speaking in

front of their peers, modifications have to been made to the way the roll is called. To provide

inclusive communication students are able to use both verbal and nonverbal cues within the

classroom (ADCET, 2018). This is an important method for student expression as some students

with additional learning needs may be nonverbal. To support students executive functioning,

particularly time managing and goal setting, throughout the lesson time frames for each

activity are given to students and expectations of work to be completed is provided (National

Center on Universal Design and Learning, 2014). Throughout the lesson students have the

choice to using books or laptop, with the potential for assistive technology to be integrated.

Each task provides students with the opportunity to utilise multiple tools to express their

understanding of content (National Center on Universal Design and Learning, 2014). As Jane

can have difficulties working within a group, the adjusted lesson plan allows students the

choice to work in various group forms encouraging participation. Modifications to the lesson

plan has focused heavily on providing students opportunity to express themselves and their
understanding in a multitude of ways, fundamental in the universal design for learning

framework.

Providing multiple means of engagement is the final principle within the universal design for

learning framework, offering variations to engage and motivate all students in their learning

(National Center on Universal Design and Learning, 2014). Providing options to implement

learners’ interests is important in the classroom to create engagement by providing students

the opportunity to be involved in the learning process. Delivering content in a manner that

reflects students’ interests and that is of value to them will support their learning and

engagement (National Center on Universal Design and Learning, 2014). Providing multiple

means for sustaining effort and persistence is important for all students understanding of

content and academic achievement. Creating goals with individual students, creating

opportunity for group collaboration and providing constructive feedback are important

teaching practices to sustain student effort and persistence in an inclusive and individually

tailored manner (National Center on Universal Design and Learning, 2014). Self-regulation can

be difficult for individuals with additional learning needs, so providing multiple options for

students to implement self-regulation behaviours can be extremely important for encouraging

engagement. As self-regulation is a critical behaviour, supporting students’ development in the

classroom with expectations and self-assessment procedures supports individuals’ use of this

important tool within all aspects of their life (National Center on Universal Design and Learning,

2014). Multiple means of engagement is a critical teaching practice to support student

behaviour and learning in an individual manner.

Providing multiple means of engagement throughout the modified lesson plan enables all

students to utilise their interests, interact and collaborate socially, and receive positive
feedback to best support all students learning and understanding within the lesson (ADCET,

2018). It is important to recognise students’ individual interests and incorporate these to

create engaging lessons. Allowing students the ability to choose their own method of

explaining their understanding both in the individual and group task allows students to connect

with and present their own personal interests within the lesson. The use of an online website

can be valuable to engage students’ interest in technology whilst developing their information

technology skills (ADCET, 2018). As Jane enjoys history, to create engagement and

understanding she is able to complete the task by selecting for example to create a timeline

and utilise her literacy skills. As learners with additional needs may find some content difficult,

providing options at varying levels of difficulty and creativity allows students to be engaged

and involved in their learning (National Center on Universal Design and Learning, 2014). The

use of group work is valuable for student engagement as it creates interdependence and

persistence for students to complete the set task. As learners with additional needs such as

Jane may find group work a difficult task it is important to provide supportive and positive

feedback to encourage participation (Al Hazmi & Che Ahmad, 2018). The universal design for

learning framework provides necessary supports for creating means of engagement for the

teaching and learning of all students.

 PART TWO. LESSON PLAN – Universal Design for Learning

Colour Key: Universal design for learning principles

Multiple Means of Representation

Multiple Means of Action and Expression

Multiple Means of Engagement

Subject: History Year: 9 Unit of Work: WWII

Topic: Prime Minister Robert Menzies announces Australia’s involvement in WWII
LESSON AIM: The aim of this lesson is for
students to gain an understanding of
Australia’s involvement in WWII through
the analysis of primary sources. Students
will describe their own feelings and
attitudes towards the War.
Student previous knowledge / skills /
attitudes: Students have been introduced
to the topic of WWII and have background
information of Australia’s entrance into the
war and Robert Menzies as Prime Minister
Syllabus Outcomes
• identifies and evaluates the usefulness
of sources in the historical inquiry
process HT5-5
• selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the past
for different audiences HT5-10
Resources
• PowerPoint
• printout of images for source analysis
• laptops
• web link
http://www.ww2australia.gov.au/

TIME LESSON CONTENT TEACHING AND LEARNING STRATEGIES

STAGE
10.00 Roll call Roll Students can answer ‘Yes’, raise hand or
any other appropriate gesture
10.05 Introduce PowerPoint – both Using the PowerPoint presentation
lesson visual text and images explicitly outline definitions of key words
outcomes and events to students with text and
and visuals. Get students to write in books,
language type or draw images in a small word bank
to use as reference throughout lesson.
10.15 Introduce Written instructions on Using the link
Individual board https://anzacportal.dva.gov.au/history/co
activity nflicts/australia-and-second-world-war
Laptops students are to read through (or listen to)
the timeline of Australia’s involvement in
 WWII. Students are to create in their
books/ laptop either a small:
• mind map
• dot point timeline
• story board
to explain Robert Menzies
announcement of Australia’s entrance
into the war.
10.30 Introduce Written instructions on In groups (either table, pairs or teacher
Group board selected) students will receive three
activity different primary sources including
Source Handout image, text or video links to analyse
Australia’s involvement in the war.

Using their group discussion and analysis

of sources, students are to create and
present to the class next lesson either a:
• role play
• narrative speech from the
perspective of an Australian
soldier during WWII
• large (butchers paper) drawing of
a scene inspired by sources
• any other teacher approved task
to demonstrate an understanding of
Australia’s involvement in WWII and
portray their own feelings towards the
war
10.55 Conclusion Provide class with positive feedback on
and their efforts. Collect any group resources
reflection students created for their presentations
next lesson
Lesson adapted from Australian Curriculum Lessons (2015) year nine history lesson plan.
 REFERENCE LIST

ADCET. (2018). Intellectual disability. Australian Disability Clearinghouse on Education and

Training. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-

disabilities/intellectual-disability/

Al Hazmi, A.N. & Che Ahmad. A. (2018). Universal design for learning to support access to

the general education curriculum for students with intellectual disabilities. World

Journal of Education, 8(2), 66-72. doi: 10.5430/wje.v8n2p66

Australian Curriculum Lessons. (2015). Year 9 history lesson: Robert Menzies announces

Australia's involvement in WW2. Australian Curriculum Lessons. Retrieved from

https://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-

robert-menzies-announces-australias-involvement-in-ww2/

Evely, M. & Ganim, Z. (2011). Working with children with an intellectual disability.

Psch4schools. Retrieved from https://www.psych4schools.com.au/free-

resources/intellectual-disability/

Kraayenoord, C.E. (2007). School and classroom practices in inclusive education in

Australia. Childhood Education, 83(6), 390-394. doi:

10.1080/00094056.2007.10522957

National Center on Universal Design for Learning. (2014). About UDL: learn the basics.

National Center on Universal Design for Learning. Retrieved from

http://www.udlcenter.org/aboutudl
Salend, S., & Whittaker, C. (2017). UDL: A blueprint for learning success. Educational

Leadership, 74(7), 59-63. https://west-sydney

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