17994936 Aamina Younis

Part 1

John Smith is a student in Year 9 and is fifteen years old. He was born prematurely and was

diagnosed with intellectual disability and hearing impairment. In clinical terms, John's

intellectual disability falls under mild (MID) where his IQ falls between 55-70 (IDRS, 2018).

MID is a type of cognitive disability that occurs in the developmental period of an

individual's life (IDRS, 2018) and it approximately affects one percent of the general

population in schools (Lindblad, Svensson, Landgren, Nasic, Tideman, Gillberg, and Fernell,

2013). Being diagnosed with MID early on, John later became diagnosed with hearing

impairment. Even though MID is not as significant as students with severe intellectual

disability, they are still subject to low academic performance and growth, memory, problem

solving and abstract reasoning (Hord and Xin, 2015). The Individuals with Disabilities

Education Act (IDEA) defines it as "an impairment in hearing that affects a child's

educational performance" (Special Education Guide, 2018) but does not come under

deafness. Pairing the MID with the diagnosis of hearing impairment, John started to become

overwhelmed and even more secluded from his peers. John is a bright kid and enthusiastic

who eagerly wants to learn and has a lot of potential when he is in a positive mindset.

However he often puts himself down when he does not understand a concept or sees his peers

exceeding. John demonstrates the potential he has when he understands concepts and learns

about new topics through classroom and group discussions and listening to the instructions.

John also loves technology however when he was diagnosed with hearing impairment it set

him back. However, the increasing pressure of inclusive education gave John the benefit of

technology designed to suit his needs. Assistive listening device is used for students with

hearing impairment especially in a classroom setting. John and the teacher use the FM system

which uses radio signal to send amplified sound in the classroom. The teacher uses a

microphone system where she speaks into a small transmitter that sends the sound directly to
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the student's receiver. This assistive listening device has assisted John not only in academic

growth but a positive mindset which allowed his social skills to grow. John has also shown an

increase in engagement through independent research tasks where he is not distracted.

Literacy is one of John's weaknesses as he demonstrates low levels of comprehension and

often has difficulty following instructions. John also has difficulty communicating with his

peers due to language delays (Hicks, Rivera and Wood, 2015). Language acquisition is also

another reason why John has difficulty understanding instructions as he needs explicit

instructions (Hicks et al., 2015). This leads John to become disengaged from the work and

after his hearing impairment diagnosis; he has shown some behavioural issues with other

students in the class due to his lack of social skills. This sometimes leads John to become

argumentative with the teacher but most of the times with other students during group

discussions.

Inclusive education benefits students with disabilities as they are provided with the

appropriate opportunity to work on the same level as students who do not have a disability.

This can be achieved through the Universal Design for Learning (UDL) framework that

supports inclusive education for students with disabilities. The UDL framework is designed

to eliminate the barriers in the curriculum (Lowrey, Hollingshead, Howery and Bishop,

2017), and a flexible and diverse approach to education based on the concept of including all

students including students with disabilities (Haines, 2008). The UDL framework is defined

in the Higher Education Opportunity Act 2008 and the Every Student Succeeds Act 2015

which advocate for its use as an instructional design (Lowrey et al., 2017). Simply the

framework allows the classroom environment and classroom practice to cater for the various

needs of all students. The framework is designed to be flexible for teachers through the three

fundamental principles that are; provides means of representation, means of action and

expression and means of engagement. The multiple means of representation principle

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involves what the student is learning by presenting the content and information in multiple

formats so all students have access to it (Courey, Tappe, Siker and LePage, 2012). For

example using several of teaching strategies and allowing students the opportunity to learn

the content through multiple formats allows the students to build their understanding on the

content. The multiple means of engagement principle addresses the why of learning (Courey

et al., 2012) by stimulating the students' interests through a variety of ways such as

collaborating and communication on an individual or larger group level. The multiple means

of action and expression principle addresses the how of learning (Courey et al., 2012) and is

based on the strategic way the brain works. For example, giving a student the opportunity to

present their work in an alternative way to demonstrate their learning.

The adjusted lesson plan for English year 9 for a double period lesson illustrates the three

fundamental principles of the UDL framework by promoting autonomy and choice and a

focus of the means of engagement. The first adjustment included in the lesson plan

demonstrates the principle of representation through the first exercise of breathing colours.

This activity is a mindful breathing exercise that focuses on visualisation rather than

listening. Students visualise colours to increase their awareness and focus their mind for the

rest of the lesson. Students are asked to visualise a colour that represents their current mood

and they imagine breathing in that colour and are asked to visualise it filling their body. If

students visualise colours that represent anger, sadness or stress, ask them to breathe out the

colour. This activity focuses on the student's state of mind and their mental or emotional

wellbeing. This strategy is included in the lesson plan as early intervention for any students

that may not be in the right state of mind for that particular lesson. This may be for various

reasons and it encourages students to think positively. Therefore this strategy supports all

students who may be in an emotional state of mind. In reference to John, it helps him relax

before the lesson begins and allows the teacher to assess his wellbeing thereby this
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implements the UDL framework. As the assistive listening device (FM system) is in use, the

teacher needs to tell the class what the learning intention is instead of just writing it on the

board and asking students to copy it down. This is so John knows what the lesson will be

about and visually sees it on the board but can hear the teacher through his receiver.

The second adjustment includes the means of representation and engagement where instead

of discussing the previous lesson, students watch a short video that recaps and adds to their

knowledge of the previous lesson. John has access to his laptop where is watches the video

with captions. All students are shown the video with captions as well and all students

including John are given a transcript of the video to assist his literacy comprehension skills.

Students are also given the link to re watch the video later if they need to. Representation is

also demonstrates by allowing students the choice of their preferred method of taking notes

whether it is handwritten or typed. In reference to John, he prefers typing as he can type

quicker than handwriting. It takes him longer than the other students and this way he does not

feel left behind. The video is also a means of engagement as it allows students a different

method to learn (Miller and Lang, 2008) rather than the normal way of recapping the

previous lesson. Students tend to be more engaged where technology is involved (Haines,

2008). The teacher accomplishes the engagement principle by providing students to learn the

content through what is familiar to students. Allowing John to use his preferred method of

taking notes demonstrates the means of expression as it helps with John's behaviour and

social issues. When he is typing, he does not feel like he is less than any other students. He is

on equal footing with all the other students and it helps John with self-determination. The

means of expression also allows John to work and focus according to his individual strength

and not others. Students are given the activity to build on their knowledge of the previous

lesson and the video they have just watched by saying one line each. This activity has no

correct or incorrect answer and it encourages students to be creative in their response.

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Students are given a choice in the type of activity they want to do which demonstrates the

means of representation and engagement. All the activities provided are hands on and they

allow students to work independently or in groups, again giving them the choice. This helps

John to decide the method he wants to use, which activity he prefers and if he wants to work

independently. All the activities have the same learning outcome for all students.

The next activity allows all three principles to be accomplished. This also gives the choice to

students in the expression of how they would want to present their work. John is encouraged

to choose whether he wants to work independently or collaborate with his peers. Teacher also

provides scaffolds to students through different ways such as displaying on the board,

printing on worksheets and giving them the links. The teacher also provides students with

feedback that gives students the chance to engage with the teacher and work on the feedback.
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Part 2: Lesson Plan

Key:

Multiple means of representation

Multiple means of engagement

Multiple means of action and expression

Year 9 English Class: 18/05/18

Time Teaching and learning actions Organisation Centred

T/S

Breathing colours activity: Teacher conducts the

breathing colours activity for all students to
participate. Teacher conducts the activity.
7 S
mins Learning Intention: 'To learn about Shakespeare's
play 'Romeo & Juliet' and understand the plot'. Teacher: Writes learning intention.
Students copy down the learning intention in
their books.

Teacher tells students what the learning intention

of the lesson is. (Make sure teacher is speaking
into the FM system).

RECAP PREVIOUS LESSON: Before students enter,

Students: Watch video.
teacher displays Shakespeare's video on the
10 board, ready to be played as soon as students
walk in and settle down.

Video is 3 minutes. Ask students to comment on

1 aspect of the video.
T/S
Students are shown a video on Shakespeare as a
recap to the previous lesson. The video is
captioned and sent to John's laptop. Students are
also provided with a transcript. All students are
later provided with the link on the Google
Classroom if they want to re watch it.

Instruct students that they should make two or

three notes on the video, it can be typed or
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handwritten, what the student prefers.

Recap last week's lesson and the video by

allowing students to summarise the play by saying S
Recap
one line each. Each student to add to the previous
7 student's line.

Activity: Students summarise the plot of Romeo

and Juliet.
Students: complete activities
20 Students complete a storyboard activity or mind-
map or a comic strip on the worksheet provided
by the teacher or on their laptop. Students will
briefly provide a synopsis of the play and draw an T
image to represent that scene.

Teacher to provide feedback to all students.

Activity: Students to design a poster advertising a

specific play from a genre given to them by their
Students: complete activities
teacher. The advertisement should be set in the
Elizabethan Era and the purpose is to persuade
people to come and view the play. The poster
must illustrate evidence of the features of the
T
genre. Students are provided with various pictures
to assist their posters. Students can design the
poster on the cardboard provided by the teacher
or on their laptop if they wish.

Students can design the poster individually or in

groups.

Give each group a scaffold of the poster. Display

example poster on the board. Provide students
with the example on a worksheet as well as
putting it on the Google Classroom.
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References

Courey, J. S., Tappe, P., Siker, J., LePage, P. (2012). Improved Lesson Planning With

Universal Design for Learning UDL. Teacher Education and Special Education, 36

(1): 7-27. Retrieved from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.820.7698&rep=rep1&type=

pdf

Haines, S. (2008). Universal Design for Learning: Technology that Supports Students with

Learning Disabilities in Reading Writing. Coursework Project, Department of Special

Education. Retrieved from

http://www.flinders.edu.au/ehl/fms/projects_files/2_2008.pdf

Hearing Impairments. (2010). Special Education Guide. Retrieved from

https://www.specialeducationguide.com/disability-profiles/hearing-impairments/

Hicks, S. C., Riveria, J. C., & Wood, L. C. (2015). Using direct instruction teaching

preposition use to students with intellectual disability. Language, Speech and Hearing

Services in Schools.

Hord, C. & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual

disability. The Journal of Special Education, 49 (2), 118-128. doi:

10.1177/0022466914527826

Linbald, I., Svensson, L., Langdren, M., Nasic, S., Tideman, E., Gillberg, C., & Fernell, E.

(2013). Mild intellectual disability and ADHD; a comparative study of school age

children’s adaptive abilities. Acta Paediatricia, 102 (10). doi: 10.1111/apa.12351

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Lowrey, A., Hollingshead, A., Howery, K., & Bishop, B. J. (2017). More than one way:

Stories of UDL and Inclusive Classrooms. Research and Practice for Persons with

Severe Disabilities, 42 (4): 225-242. Retrieved from

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.1177/1540796917711668

Miller, D. K. & Lang, P. L. (2016). Using the Universal Design for Learning approach in

science laboratories to minimise student stress. Journal of Chemical Education,

93(11), 1823-1828

What is Intellectual Disability? (2000). IDRS. Retrieved from

http://www.idrs.org.au/education/about-intellectual-disability.php