Cameron Wallace 17698724 - Inclusive Education Assignment 2

Part 1 - Case Study: Student with Cerebral Palsy

Cerebral palsy (CP) is the most prevalent motor disability among children in the world with two
babies in every 1000 being diagnosed with the condition (Stavsky et al., 2017). CP is a group of
developmental disorders affecting an individual’s movement and posture due to neuro-impairments
such as spasticity, co-activation of agonist–antagonist muscles, involuntary movements (dyskinesia)
and muscle weakness (Beckung & Hagberg, 2002; Colver, Fairhurst, & Pharoah, 2013; Stavsky et al.,
2017; Tsoi, Zhang, Wang, Tsang, & Lo, 2011). These impairments arise from any event that causes a
lesion in the fetal and neonatal developing brain with the most common ‘event’ being preterm
delivery (Colver et al., 2013; Stavsky et al., 2017). This case study focuses on one student in high
school who has a form of cerebral palsy. Firstly, his strengths and areas of need are outlined in
regards to learning and participation in physical education (PE) classes. Secondly, strategies are
proposed to improve his educational achievement, inclusion and engagement in PE using the
Universal Design for Learning Framework (UDL). Lastly, a lesson plan is presented detailing
modifications derived from the UDL Framework.

PJ (pseudonym) is in year 7 and is 13 years old. He has Spasticity Hemiplegia affecting the right side
of his body, meaning PJ’s muscles in the right side of his body become stiff and tight making it
difficult for him to turn his muscles on and off when he wants to in order to make movements such
as walking, grasping objects and talking (Tsoi, et al., 2011). Due to these impairments PJ has been
classified as Class II on the Gross Motor Functional Classification System (GMFCS) (Hutzler & Barak,
2017). He has difficulties with activities that require bimanual coordination such as running, grasping
a cricket bat with both hands, kicking a soccer ball and catching large objects such as footballs
(Sakzewski, Ziviani, & Boyd, 2010).

Furthermore, like most individuals with CP, PJ also has additional neuro-impairments that affect his
sensory processes and cognitive ability (Beckung & Hagberg, 2002; Colver et al., 2013; Stavsky et al.,
2017; Tsoi et al., 2011).In terms of sensory impairments, PJ has minor hearing impairment and
amblyopia (lazy eye) affecting his right eye. As his left eye is currently patched as a treatment to
improve his right eye, his depth perception and his ability to make fast eye movements are
diminished. This impacts PJ’s ability to participate in physical education lessons as his visual
impairment affects his movement acquisition and his ability to demonstrate his skills in externally
paced activities such as facing a cricket bowl, kicking a moving soccer ball and catching oncoming
objects (Houwen, Visscher, Hartman, & Lemmink, 2007). In regards to cognitive ability PJ can have

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Cameron Wallace 17698724 - Inclusive Education Assignment 2

trouble making decisions, comprehending auditory instruction and staying engaged (Cerebral Palsy
Alliance Research Foundation, n.d). This is particularly noticeable in theory lessons where he is often
off task because he does not understand the activity or because he wants to do a practical lesson.

Despite having impairments that make it difficult for PJ to participate in physical activity he is
passionate about sport, particularly cricket and rugby league and is always keen to participate in
physical education lessons. PJ also displays great knowledge of both cricket and rugby league,
‘keeping up’ with current trends and news. While PJ suffers with bimanual coordination his ability to
use his left hand is quite good. He is able to grasp objects such as tennis rackets and small balls with
sound control as well as throw and catch small objects such as tennis balls, frisbees and bean bags.
Although PJ is unable to run, he is able to walk without assistance and is constantly moving in
physical education lessons.

There is a continual movement worldwide and in Australia to include students with disabilities such
as CP in mainstream classes (Foreman & Arthur-Kelly, 2015). This is a result of legislation that states
inclusive, adapted, and safe opportunities to participate in PE must be provided to children with
disabilities (Hutzler & Barak, 2017). However, despite many PE teachers holding positive attitudes to
the inclusion of students with disabilities many feel they do not have the necessary support, skills
and knowledge to adequately meet their needs (Greguol, Malagod, & Carraro, 2018; Hutzler &
Barak, 2017). This is a problem as individuals with CP can improve their health, functioning,
independence and happiness by participating in physical activity (Carroll, Leiser, & Paisley, 2006).
UDL is a pedagogical framework that can help teachers design and implement authentic and
meaningful learning activities that support individuals with special needs such as PJ (Griful-Freixenet,
Struyven, Verstichele, & Andries, 2017; Hartmann, 2015).

UDL addresses learner diversity by designing curriculum that is accessible, supportive, and engaging
for all students (Hartmann, 2015). By designing curriculum this way it eliminates the need to ‘fix’
aspects of instruction that is troublesome for some students, saving the teacher time and effort (Al-
Azawei, Serenelli, & Lundqvist, 2016). Furthermore UDL can increase student achievement and
improve student behaviour as all students have equitable opportunity to engage with the learning
activities (Hunt & Abdreasen, 2011). UDL has three guiding principles. These principles involve
providing students with multiple means of representation, multiple means of expression and
multiple means of engagement (Al-Azawei et al., 2016; Griful-Freixenet et al., 2017; Hunt &
Andreasen, 2011; Munafo, 2017).

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Cameron Wallace 17698724 - Inclusive Education Assignment 2

Multiple means of representation involves giving learners various ways of acquiring information and
knowledge (Hunt & Andreasen, 2011). This means providing students with multiple forms of the
same information through different modes such as verbal instruction, physical demonstration, sign
language, videos and images. Providing several modes of information is important because students
vary in the way they perceive and comprehend information that is presented to them (Munafo,
2017). This allows students to build their own understanding of the content through their own
learning method. Furthermore learning occurs when multiple representations are used as it enables
students to make connections within, as well as between, concepts (Munafo, 2017). In regards to PJ,
providing him various means of the content could improve his understanding of games and tactics
within physical education.

The modified lesson plan achieves this by providing auditory instruction as well as visual
representations of each of the games rules and skills required through ‘game cards’ and physical
demonstrations. Each game card is accessible to all students and includes pictures and step-by step
instructions of how to perform certain skills, for example how to hit the ball with the bat/racquet. In
addition, the teacher provides physical demonstration of activities with the help of students to assist
visual learners. These game cards and demonstrations could benefit PJ’s comprehension of each
activity within the lesson as providing visual representation of information to students with CP can
increase their understanding of content (Munafo, 2017; Obinga-Ogono, Kochung, & Otube, 2016).

Multiple means of expression involves providing students with various ways of demonstrating their
understanding of content (Munafo, 2017). Traditionally in physical education students are asked to
perform skills to demonstrate their understanding of content which can discourage students from
participating in PE because their skill ability might not be as good as others (Light, Curry, & Mooney,
2014). However implementing this principle of UDL gives students opportunity to demonstrate their
content knowledge through written, visual, auditory and digital modes. And specifically to this lesson
students are able to present their understanding of the tactics and strategies used in cricket through
answering the teacher’s questions, by solving tactical problems in small groups and by physically
demonstrating their understanding through game play. The teacher uses questioning throughout
and at the completion of each game. For example activity 1 focuses on hitting the ball into space to
maximise opportunities to score, so the teacher asks students “where did you aim to hit the ball and
why”? This allows students who lack in skill execution to demonstrate their understanding of the
tactical problem. In activity two students work together in groups to devise strategies that will help

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Cameron Wallace 17698724 - Inclusive Education Assignment 2

maximise their score. They present their strategies by writing them down and drawing diagrams.
These modes of expression are consistent with the Game Sense pedagogy that is becoming more
prevalent in PE to teach and assess student understanding (Light et al., 2014). By implementing
these modes of expression it allows students like PJ who have less skill ability to make meaningful
contributions to the lesson as they are able to express their knowledge of tactics and strategies
which are important aspects of game development and knowledge (Light et al., 2014).

Multiple means of engagement involves providing students with engaging classroom activities and
environments that suit individual interests (Munafo, 2017). This means making content relevant to
students backgrounds, cultural beliefs and interests, providing opportunities to work alone and in
groups, providing students choice on how they want to express their knowledge and providing
feedback in various forms (Al-Azawei et al., 2016; 2017; Hunt & Andreasen, 2011; Munafo, 2017).

The modified lesson plan achieves this by giving students who prefer group work the opportunity to
collaborate with their peers in activity 2. Cooperative learning activities can improve a student’s
ability to understand and apply content, their interpersonal skills and their engagement with an
activity (Casey & Goodyear, 2015; Gillies, 2016). Groups are formulated by the teacher with students
of mixed ability as it can improve learning for all students as it allows them to reconstruct their
understanding of content (Gillies, 2016; Slavich & Zimbardo, 2012).

Furthermore students are given a choice between a tennis racquet and a cricket bat to use across
the two activities. Additionally, students are able to choose how they score runs: through running
around the bases or by landing a bean bag in the bucket. Allowing students, including PJ to choose
between the tennis racquet and the cricket bat and how to score runs can improve student learning
as they are able to demonstrate their strengths whilst still engaging with the same tactical problem
(Xiang, Gao & McBride, 2011). Furthermore affording student’s choice can increase their motivation,
autonomy and sense of belonging in the class as all students are given the opportunity to
demonstrate different skills (Platt, 2018). These modifications will allow students with differing
interests and abilities the opportunity to engage with the content.

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Cameron Wallace 17698724 - Inclusive Education Assignment 2

Part 2 – Modified Lesson Plan

Colour Key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement

Time Subject Matter Resources

25min Focus: Using space on the field to maximise your score Activity: 2
Activity: 1 1x stop
watch
Type of game: Striking/Fielding, opposed 1x
Game: Beat the bucket measuring
Instruction: students are given verbal instruction on how to play the game. tape
The teacher also demonstrates the key components of the game with the help 4x cones
1x bucket
of students. Students are also provided with a game card that details the rules, 5x tennis
the skills needed and how to execute the skills. balls
Description: Four cones are placed out into a diamond formation like baseball 1x whistle
or softball bases. A bucket is placed in the middle of the diamond. There are 1x cricket
two teams one fields while the other team ‘bats’. Each member of the batting bat
3x tee
team takes turns to strike three tennis balls from a tee one after the other into 1x tennis
the field using either a cricket bat or tennis racquet. They then run around the racquet
cones and try and make it back to home base this will score them one run
alternatively they can score a point by throwing a bean bag in the bucket
before the other team returns the balls. They need to get back to home base
before the fielding team gets the three balls back into the bucket and yells
‘STOP’, otherwise they will be out and no run will be scored. Once every
member of the batting team has had a turn, the teams swap over. The team
with the most runs at the end of the game wins.
Players: 6-10 players per group
Playing area: Outside in an area approximately 20mx20m or bigger
Question and Answer: where did you aim to hit the ball and why? What is the
importance of finding space on the field?

25min Activity: 2 Activity: 2

Type of game: Striking/Fielding, opposed 1x stop
watch
Game: Beat the bucket V2 1x
Instruction: students are given verbal instruction on how to play the game. measuring
The teacher also demonstrates the key components of the game with the help tape
of students. Students are also provided with a game card that details the rules, 4x cones
1x bucket
the skills needed and how to execute the skills.
5x tennis
Description: The same basic game play as the first activity however this time balls
students can double their runs by loading 3rd base and get more than one 1x whistle
student home at a time. Students in their groups have to write down and draw 1x cricket
their strategies to maximise their score as the batting team and minimise the bat
3x tee
oppositions score as the fielding team 1x tennis
Players: 6-10 players per group racquet
Playing area: Outside in an area approximately 20mx20m or bigger
Question and Answer: What strategies did you use and why? What would you
do differently

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Cameron Wallace 17698724 - Inclusive Education Assignment 2

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