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Part 1:
According to the NSW Government, Education and Communities (2012) approximately
90,000 (12%) of Australia’s school population, have a disability and/or additional needs
related to difficulties in learning or behaviour. Due to the changing nature of students with
additional learning needs and the large number of students who fall short of the departments
criteria for its targeted specialist services (55,000), many teachers are needing to adapt their
pedagogy in terms of teaching style and the process of delivering course content to suit
individual student needs. This case study will identify and analyse the strengths and areas of
additional need in a student with mild autism (autism spectrum disorder, ASD) and ADHD
current literature and the universal design for learning framework, approaches to classroom
environment and management will be justified and explained in preparing a lesson plan
Walter is 13 years old and in year seven of high school. He has been diagnosed with both
mild autism and attention deficit hyperactivity disorder. In 2015, there were approximately
83,700 young people between the ages of 5 – 20, with autism, living in households and
behaviours and interests. Furthermore, Koegal et al (2011) stated that students with ASD are
likely to struggle with communication skills and the ability to develop social relationships
with other students and teachers. Similarly, the characteristics of ADHD includes difficulties
with staying focused, avoiding distraction, being impulsive or repetitive and managing
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It is very difficult to determine the prevalence of ADHD within Australia, however, one such
study (National Health and Medical Research Council, 2005) has undertaken a literature
review to determine that 2.3 to 6 percent of the Australian population have characteristics of
ADHD. Studies concluded that incidence is higher for boys than girls and boys seemed to
score higher in amounts of disruptive behaviour and hyperactivity (Lynskey & Fergusson,
1995). Co-occurring ASD and ADHD in individuals vary. Studies have shown that
individuals with ASD generally have symptoms of ADHD (Green, et al, 2016). Where one
study has indicated that children with autism also have clinical characteristics of ADHD, at,
as low as 14% (Stevens, Peng & Barnard-Brak, 2016), while other reports have indicated the
percentage to be as high as 85% (Panagiotidi, Overton & Stafford, 2017). According to the
allocated support officer at the school, Walter is deemed as having “mild autism” while
emphasises the importance of understanding both the strengths/talents and deficits associated
with ASD. As described above Walter displays many signs of each of these behavioural
issues. There is, however, many strengths that Walter has displayed throughout his classes in
both practical and theory lessons (PD/H/PE). Similar to the case study by Lanou, Hough &
Powell (2011), Walter displays attention to detail, computer skills, creativity and having the
ability to focus on areas of interest. Theory lessons can be somewhat difficult for Walter due
to his hyperactivity, however, when given a goal to reach or short-term instruction he excels
in his work until that short-term task is finished. When working one on one with a support
teacher or mentor student, Walter also maintains focus until the task is completed. Walter
responds well to small sided games and team-based games/activities as he is not distracted by
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In practical classes he participates to his full ability and offers to help with setting up
equipment if the sport/activity is a favourite of his. In one particular javelin practical lesson,
Walter gave advice and helped other students around him by showing them the correct
technique of how to throw the javelin. This indicated that if Walter had a passion for the
from one activity to another is where Walter seems to struggle. If not given a task quickly he
will become distracted or start distracting student’s around him. Due to the nature of the
school Walter has a deep understanding of ICT and Microsoft word. This may be useful at
times; however, he struggles with basic reading and hand writing skills. Often, Walter will
display outbursts of emotion and will repeat words or actions (one particular lesson he
repeated the word kahoot in different ways and levels of sound). In order to adequately
satisfy and adapt a lesson plan to suit the needs of Walter, one must consider the universal
There are many theories, paradigms and models considered for the optimum learning
positive behaviour for learning and growth mindset theory. One of the most highly regarded
of these models is the universal design for learning, which has three principle concepts
many theories and designs, UDL aims to create a learning environment that promotes
education for all students regarding ability or disability. The origin of UDL traces back to the
foundations of Universal Design (UD) created in the 1990’s whereby “the design of products
and environments are to be usable by all people, to the greatest extent possible, without the
need for adaptation or specialized design” (Centre for Applied Special Technology, 2011).
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The overarching goal of this design is to promote an inclusive classroom which is the equity
in participation and access for all individual learning needs of all students (Save the Children
Program, 2016). Due to the numerous studies (Clarkson & Coleman, 2015, Kumar &
Wideman, 2014) attributing the main purpose of UDL as specifically targeting individuals
with a disability, it should be noted that it also promotes all learners in a classroom setting
When implementing multiple means of representation, the educator must look at presenting
or representing learning materials in various ways to engage and target multiple senses
(National centre on universal design for learning, 2014). In essence, this means that the same
concept or learning point can be delivered in multiple ways. This allows students to self-
regulate the way they learn through experiential ideas and conceptual influences
(Willingham, Hughes & Dobolyi, 2015). Essentially, one must understand that there are
multiple facets to displaying information and that not one alone can be optimal for all
learners. Within this principle there are three main guidelines educators can follow when
all senses such as sight, touch and hearing), language and symbols (decoding of text,
symbols, structure through multiple media) and comprehension (generate new understanding
and construct meaning) (National centre on universal design for learning, 2014).
In adjusting the lesson plan multiple means of representation is used through the various
forms of activities including class discussions, debates, research tasks, multimedia video and
terminology quiz. The original lesson plan was one dimensional and primarily teacher
centred. The adjusted activities are not only aimed at displaying information in different
forms but to also focus on enquiry-based teaching and learning whereby the students become
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the facilitators of their own learning and therefore, are more likely to retain the knowledge
rather than just establishing facts (Preston, Harvie & Wallace, 2015). The information is
presented to the students in various ways, this lesson plan also allows the students to choose
which way they would like to record the information (written or typed). Given Walter’s
passion for computing this would benefit him as he can sufficiently record this information in
a timely manner. The last terminology activity/quiz allows Walter and his fellow peers to
meet the checkpoint 2.1 (clarify vocabulary and symbols) under the National centre on
universal design for learning (2014) which will clarify any terms not understood during the
Multiple means of expression can be described as the vessel in which students may express
what they know about a particular topic/idea. This involves physical action (use different
tools and materials), expression/communication (share ideas through those tools) and
executive functions (goal setting) (National centre on universal design for learning, 2014).
Davies, Schelly & Spooner (2012) found that this can work to students’ strengths as some,
including Walter, may find it socially difficult to display their meaning and ideas. This can be
found in the adjusted lesson plan in activity four (debate), where students are provided with
the option to either express their idea to the group first and have someone who is confident to
talk for them, or can go to the teacher’s device and type in their point, which will be
displayed on the projected whiteboard. This can be beneficial for students like Walter as
expressing his ideas socially and in an interactive way can be a very difficult task, as shown
with other students with ASD and ADHD (Koegal et al, 2011). Additionally, the concluding
activity (quiz) allows students to express their true or false answer in a physical manner by
either standing or sitting. This covers guideline number four (physical action) as students are
physically expressing their answer. Lynskey & Fergusson (1995) found that this can benefit
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all students, including Walter, in satisfying the need to move and expand energy (also known
The third component of UDL is multiple means of engagement which, according to the
National centre on universal design for learning (2014), is “a crucial element to learning, as
learners differ markedly in the ways in which they can be engaged or motivated to learn”. As
with the other various components of UDL there is not just one method of engagement which
can suit all learners, rather, multiple means of engagement should be utilised. Factors relating
to this component include sources that may influence student’s motivation levels such as
background knowledge, interest in culture and personal relevance. The guidelines for this
component of the UDL include recruiting interest (initiating excitement and curiosity),
Multiple means of engagement are utilised throughout the lesson plan in giving students the
choice over how they would like to present and receive their information. Meenakshi (2013)
has stated that there is becoming more and more schools which are ICT oriented, allowing
students the choice over many of their learning platforms, creating more opportunities for
distance education, a positive culture and catering for multiple types of learners in the
classroom. Walter and many other students in the class have a great interest in ICT devices,
therefore focusing on their passion creating higher motivation levels. The choice of working
with a partner or in a group further establishes this sense of creating multiple means of
engagement.
i
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Colour key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement
Word count for highlighted lesson plan is: 170
T/S
0-5 Teacher acknowledges the land and people past and present Teacher: Acknowledges land and takes the role. T
while a YouTube video plays on the overhead
projector/interactive whiteboard to gather students’ Student: Takes their seats while listening for their
attention and introduces the lessons topic - name called out for the role and watching the
https://www.youtube.com/watch?v=V06upKOrrNs . While YouTube clip.
this is being played the teacher marks the role. Teacher positioning: At the front of the classroom
while taking the role.
5 - 20 Utilising the YouTube video just played (on interactive Teacher: Explains the activity to the class. If S
whiteboard) students will search it up on their iPad/ICT and students do not understand the activity, examples
answer a set of questions in groups of four or by yourselves. will be provided. Teacher will answer any
Students will then be able to pause and rewind the video questions asked by students. Teacher will then
when needed. Record information on ICT device or in your divide students into groups of four.
notebook. Questions will include (Some of these questions
are asked in the video clip): Student: Listens to the explanation given by the
teacher and then asks questions if not too sure.
What are the main types of media used for Using their iPad students will search up the
advertising? YouTube video and then will work in the group to
Think back to the last food or drink-based complete the activity.
advertisement you viewed (group work can be
based off one students response or all), what was Teacher positioning: While explaining the activity
that advertisement? How did that make you feel? stand at the front of the class and then go around
And what drew you to that advertisement tables to provide support for students and answer
particularly? questions if needed.
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20 - Students present group work to the class – approximately Teacher: Listens and takes notes in regards to each S
30 two mins each group. presentation.
30 - Students choose which side they would like to debate for Teacher: Explains task to students and answers any S
40 (preferably half the class for one and then half for the other). questions in regards to the task.
Debate question: Has health care and the access to it
improved from when your grandparents were teenagers until Student: Choses a side for debate and then works
now? Discuss your findings with the class. Each group will in their groups to research and come up with
have a turn to discuss their evidence for the chosen side. findings to support their claims.
Each group will have a scribe who will briefly write their Teacher Positioning: At the front of the class for
points on the whiteboard or in a shared blog where everyone explanation and then drifts from one group to
has access to (while discussing them). After the activity another monitoring students work and answers
students will write these points in their work books or IPad. any questions.
Students can either express their idea to the group first and
have someone who is confident to talk for them or can go to Resources: White board and markers, students use
the teacher’s device and type in their point. their iPad.
40 - Working with a partner student’s will compare and contrast Teacher: Explains task to students and answers any S
50 two current health campaigns. Assess the accuracy and questions regarding the task.
reliability of information presented in each campaign.
Students will create a heading in their workbook/IPad and Student: Work with a partner sitting at the same
write the question and their answers. table to complete the activity.
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References
Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of
circumscribed interests on the social behaviours of children with autism spectrum disorders.
Journal of Autism and Developmental Disorders, 37, 1550–1561.
Centre for Applied Special Technology. (2011). What is universal design for learning? (Web Page).
Wakefield, MA: CAST. Retrieved from http://www.cast.org/udl/index.html
Clarkson, P., & Coleman, R. (2015). History of inclusive design in the UK. Applied Ergonomics, 46,
235–247. doi:10.1016/j.apergo.2013.03.002
Davies, P. L., Schelly, C. L., & Spooner, C. L. (2012). Measuring the effectiveness of universal
design for learning intervention in postsecondary education. Journal of Postsecondary
Education and Disability, 26(3), 195–220.
Green, J. L., Sciberras, E., Anderson, V., Efron, D., & Rinehart, N. (2016). Association between
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http://www.udlcenter.org/aboutudl/udlguidelines/principle1
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National Health and Medical Research Council. (2005). Attention deficit hyperactivity disorder
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education-what-why-and-how.pdf
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