Application of Universal Design for Learning

Part 1: Case Study

Blair is in Year 9 and is fifteen years old. She has been diagnosed with Attention-Deficit

Hyperactivity Disorder (ADHD). ADHD is often associated with impairments across academic

functioning, peer relations, and emotional functioning (Currie & Stabile, 2006). ADHD has been

associated with subsequent academic weakness (Dally, 2006). Students with ADHD exhibit

weakness with working memory which links to performance in a range of academic domains (Cain,

Oakhill & Bryant, 2004). Blair has shown signs of academic weakness in her History class, and

often becomes unengaged and distracted during lessons. Blair also misbehaves in class by

distracting herself and others, and talking back to the teacher. Behavioural problems have been

associated with ADHD student’s inability to plan, organise, and stay focused on tasks (Gioia,

Isquith, Kenworthy, & Barton, 2002). Blair’s behavioural problems appear to stem from frustrations

at the content, and inability to regulate her own emotions. Deficits in emotional regulation are a part

of the disorder and should be included in the diagnostic criteria (Barkley, 2010). This deficient self-

regulation component may be a primary contributor to the social impairments associated with

ADHD (Barkley & Murphey, 2010). Blair responds well to working collaboratively in class, and to

opportunities where she can share information that interests her. Although Blair struggles socially

outside of class, collaborative group work appears to increase her confidence in the content.

Encouraging and reinforcing appropriate behaviour and social skills through collaborative group

work may benefit a student with ADHD (Tan & Cheung, 2008).

The universal design for learning (UDL) has the intent to increase inclusivity and design

principles for curriculum development (Orkwis & McLane, 1998). The Center for Applied Special

Technology (CAST) has work that is grounded in UDL, which promotes planning and developing

pedagogy and curriculum to include access, participation, and progress in education for all learners

(CAST, 2006). CAST has articulated three essential qualities of the UDL framework, including
curriculum that provides multiple means of representation, curriculum that provides multiple means

for expression, and curriculum that provides multiple means of engagement (CAST, 2004).

For students like Blair, it is important that teachers make adjustments and accomodations to

their lesson plans to implement successful inclusive education. Teacher attitudes toward

implementing frameworks like UDL is key for enhancing student learning and furthering inclusive

practices (Sharma, Forlin & Loreman, 2008). Utilising Loreman’s Seven pillars teachers should

reflect upon UDL strategies to enhance their pedagogical approach for communicating curricula.

UDL is a framework which encourages teachers to encourage inclusivity during the initial

preparation of their lessons. Developing lessons adhering to UDL principles will promote

inclusivity without individualising specific students like Blair. Making adjustments aligned with

UDL principles offer possibilities for students like Blair, and minimises discrepancies between

pupil participation (Gibson, 2009).

Interest in universal design is focused on the growing number of students with disabilities in

the classroom, learning disabilities are growing as the entire student population is becoming more

diverse (American Council on Education, 2005). To accomodate for this diversity, traditional

pedagogies are being challenged to make education accessible to a broader range of learners (Zeff,

2007). When applying principles of UDL to a modern lesson plan, expanding the role of technology

plays a big part. Technology implementation is crucial to accomodate today’s learners who have

grown up with computers and the internet (Zeff, 2007). Combining curriculum and pedagogy with

appropriate use of technology improves the quality of education (Graves & Twigg, 2006). Universal

design should utilise aids like technology to make learning more accessible to learners (Zeff, 2007).

Multiple means for representation acts to give learners various ways of acquiring

information and knowledge, this includes visual supports, audio supports, and ICT (Loreman,

Deppeler & Harvey, 2011). ADHD can present behavioural difficulties, as shown by Blair. Utilising

the UDL framework when planning classroom activities can increase inclusivity through

representing classroom materials in different ways that engage diverse learners. When students
display behaviour problems, the teacher is often the first to recognise and recommend a

comprehensive assessment (Vereb & DiPerna, 2004). If these students are diagnosed with a

disorder, it may be the responsibility of the teacher to implement intervention in the classroom.

Failure to properly implement intervention may hinder student success (Eckert & Hintze, 2000).

Because of this, UDL principles are a good stepping stone when implementing intervention because

it is not fully individualised, and there are fewer risks of incorrect intervention.

The lesson plan has been modified to include more technology such as computers for

individual work, tablet for Kahoot activity, and access to a video on Youtube. UDL principles

applied by using digital technologies enable customisation of curricula for all learners (Zelenka,

2017). Utilising computer-assisted activities leads to significant improvements in on-task behaviour

and academic performance for ADHD students (McClanahan, Williams, Kennedy & Tate, 2012).

This is best practice because it understands and utilises UDL in a way that promotes positive

behaviour and learning for Blair and the entire class. It is fundamental to use a variety of

approaches in the classroom when promoting inclusivity (Zelenka, 2017). Utilising essential

features of a UDL environment when addressing the needs of students with ADHD has an

advantage because the principles can benefit all students within the classroom, and not just those

with ADHD (Zelenka, 2017). This reason is why UDL is one of the essential features for best

practice of inclusivity in the classroom.

Multiple means of expression allows students a chance to demonstrate what they know in

alternative ways (Loreman, Deppeler & Harvey, 2011). This incorporates differentiation in

communication modes, writing modes, and visual modes in order to engage more students.

Implementing the UDL framework can be more efficient than individualised interventions when

managing behaviour because the performance of all students is addressed, and it allows the

individual student to remain anonymous (Cole, Waldron & Majd, 2004).

Environmental reasons for misbehaviour include home environment, socioeconomic status,

cultural norms, and teacher attitudes (De Nobile et al., 2017).When young people struggle to
manage social and emotional environments, it can be damaging to their mental health

(Vadeboncoeur & Collie, 2012). In the case of Blair, inability to regulate her emotions contribute to

misbehaviour in class. Teacher attitudes in the classroom can contribute to this misbehaviour (De

Nobile et al., 2017). The lesson plan was adapted to include time in the class to discuss wellbeing

and reflect on anything the class is struggling with. This will help build the social and emotional

environment, and consequently help Blair and the other students with their mental health. The

purpose of utilising this is to help build teacher-student relationships and build an environment

where students can succeed.

The changes to the lesson plan include utilising a youtube video of Robert Menzies to

engage the class and give a visual and auditory mode for presenting the information. Blair struggles

to stay focused on writing tasks, characteristic of her ADHD, so the writing element in the lesson

plan was changed to give the students flexible options for them to express themselves and their

knowledge of the curricula. Changing the lesson plan to encourage students to share their work in

small groups encapsulates multiple means of expression through using and rehearsing the materials

in different ways (Loreman, Deppeler & Harvey, 2011). This is best practice because it allows

students to self monitor their performance and academic progress, and the UDL framework allows

them to take ownership of this, and be proud of their achievements (Fitzpatrick & Knowlton, 2009).

Multiple means for engagement acts to spark interest in all learners, offer challenges that are

appropriate, and increase the motivation levels in students (Zeff, 2007). The lesson plan was

adapted to include ICT to engage students. Providing a Kahoot quiz to see how well the students

have obtained knowledge offers a way to account for the differing needs, abilities and interests of

each student (Zeff, 2007). Computer technology effectively delivers academic interventions and

UDL principles applied using digital technologies are more easily customisable to suit the needs of

struggling learners (Zelenka, 2017). Blair’s difficulty to stay on task has been thought of during the

implementation of digital technology, and the use of a Kahoot quiz as a means for engagement

serves a purpose in understanding where the students need to learn as part of teacher reflection
(Loreman, 2007). Adapting the lesson plan to provide background information for the next lesson

incorporates UDL principles giving students a choice regarding learning activities and materials.

Allowing students to choose the means by which they research the fundamentals for the content

incorporates elements of multiple means for engagement (Loreman, Deppeler & Harvey. 2011).

Utilising multiple means for engagement is crucial for a student like Blair, who has shown

signs of confidence where group work is involved. Prompting and feedback strategies for Blair

could incorporate copies of procedures and rules, and frequent acknowledgment when expectations

are met (Pfiffner, Barkley & DuPaul, 2006). Utilising multiple means for engagement is best

practice because it negates many of the difficulties that are associated with teaching a number of

diverse students (Loreman, Deppeler & Harvey, 2011).

The purpose of implementing elements of UDL is to promote inclusivity in the classroom.

Students with learning difficulties, like Blair, benefit from UDL because pedagogy and curriculum

are designed to cater for a diverse range of students. Planning lessons in regards to differing means

of representation help give learners various ways of acquiring information and knowledge. Students

like Blair benefit from this because of her attention deficit, it is difficult for her to stay focused

during initial tasks in the classroom. Multiple means of representation should be planned and

reflected upon when developing lesson plans, to ensure that all students have a means to acquire the

information being taught. Lessons should also cater to all learners by providing alternatives for

them to share what they know. Offering students multiple means of expression, particularly through

the use of computer technology, allows for inclusivity in the classroom when students are

demonstrating their knowledge. Multiple means of engagement should be planned to ensure all

students interests are considered. When planning lessons, consideration of appropriate challenges,

and ways to increase motivation, should be paramount when putting together activities. UDL brings

recognition and appreciation of flexibility in approach, deliver, and application to education (Zeff,

2007). Utilising UDL principles in lesson planning, and considering the needs of diverse learners,

will increase engagement and academic achievement in the classroom.

References

American Council on Education, (2005). College Students Today - A National Portrait.

Washington, D.C.: American Council on Education.

Barkley, R. A. (2010). Deficit emotional self-regulation: A core component of attention-

deficit/hyperactivity disorder. Journal of ADHD & Related Disorders, 1(2), 5-37.

Barkley, R. A., & Murphy, K. R. (2010). Deficient emotional self-regulation in adults with

attention-deficit/hyperactivity disorder (ADHD): The relative contributions of emotional

impulsiveness and ADHD symptoms to adaptive impairments in major life activities. Journal

of ADHD & Related Disorders, 1(4), 5-28.

Cain, K., Oakhill, J., & Bryant, P.E. (2004). Children’s reading comprehension ability: Concurrent

prediction by working memory, verbal ability, and component skills. Journal of Educational

Psychology, 96, 31-42.

Center for Applied Special Technology. (2004c). National Center on Accessing the General

Curriculum. from http://www.cast.org/ncac/

Center for Applied Special Technology. (2006). Teaching every student. from

http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21

Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and

traditional settings. Mental Retardation: A Journal of Practices, Policy and Perspectives,

42(2), 136–144.
Currie, J., & Stabile,M. (2006). Child mental health and human capital accumulation: The case of

ADHD. Journal of Health Economics, 25, 1084-1118

Dally, K. (2006). The influence of phonological processing and inattentive behaviour on reading

acquisition. Journal of Educational Psychology, 98(2), 420-437.

Eckert, T. L., & Hintze, J. M. (2000). Behavioral conceptions and applications of acceptability:

Issues related to service delivery and research methodology. School Psychology Quarterly,

15, 123-148.

Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence- based self-directed intervention

practices to the trenches for students with emotional and behavioral disorders. Preventing

School Failure, 53(4), 253–266.

Gibson, S., & Haynes, J. (2009). Perspectives on participation and inclusion : engaging education.

Retrieved from https://ebookcentral.proquest.com

Gioia, G.A., Isquith, P.K., Kenworthy, L., & Barton, R. (2002). Profiles of everyday executive

functions in acquired and developmental disorders. Child Neuropsychology, 8, 121-137.

Graves, W. H., & Twigg, C. A., (2006). The Future of Course Redesign and the National Center for

Academic Transformation: An Interview with Carol A. Twigg. Innovate, 3.

Loreman, T. (2007). Seven Pillars of Support for Inclusive Education Moving from “Why?” to

“How?”. International Journal of Whole Schooling, 3(2), 22-38.

Loreman, T., Deppeler, J. M., & Harvey, D. (2011). Inclusive education: Supporting diversity in the

classroom. Crows Nest, N.S.W: Allen & Unwin.

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How use

of an iPad facilitated reading improvement. TechTrends: Linking Research and Practice to

Improve Learning, 56(3), 20–28.

Orkwis, R., & McLane, K. (1998, Fall). A curriculum every student can use: Design principles for

student access. Reston, VA: Council for Exceptional Children.

P ffner, L. J., Barkley, R. A., & DuPaul, G. J. (2006). Treatment of ADHD in school settings. In R.

A. Barkley (Ed.), Attention-De cit Hyperactive Disorder: A handbook for diagnosis and

treatment (3rd ed., pp. 547–589). New York, NY: Guilford Press.

Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐ service teachers' attitudes

and concerns about inclusive education and sentiments about persons with disabilities.

Disability & Society, 23(7), 773-785.

Tan, T. S., & Cheung, W. S. (2008). Effects of computer collaborative group work on peer

acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD). Computers

& Education, 50(3), 725-741. doi:10.1016/j.compedu.2006.08.005

Vereb, R. L., & DiPerna, J. C. (2004). Teachers' knowledge of ADHD, treatments for ADHD, and

treatment acceptability: An initial investigation. School Psychology Review, 33(3), 421-428.

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/219653941?accountid=36155
Webb, K. K., & Hoover, J. (2015). Universal design for learning (UDL) in the academic library: A

methodology for mapping multiple means of representation in library tutorials. College &

Research Libraries, 76(4), 537-553. Retrieved from

https://search.proquest.com/docview/1697485824?accountid=36155

Yr 9 History Lesson - Robert Menzies Announces Australia's involvement in WW2 - Australian

Curriculum Lessons. (2013, January 23). Retrieved from

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

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

Zeff, R. (2007). Universal design across the curriculum. New Directions for Higher Education, 137,

27-44.
Part 2: Lesson Plan

Colour Key:

Multiple means of representation

Multiple means of expression

Multiple means of engagement

LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces Australia’s involvement in WW II UNIT OF WORK: WW2
SUBJECT: History

LESSON AIM: The aim of this lesson is for students to gain an understanding of Australia’s involvement in WW2. An analysis of PM Menzies’ announcement and declaration of
War. Students will describe their own feelings and attitudes towards the War.

Student Outcomes Syllabus Outcomes

 explain why Australians enlisted to fight in both wars  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

Student previous knowledge / skills / attitudes Resources

Prime Minister, Robert Menzies announces Australia’s involvement in WW II.
http://www.ww2australia.gov.au/

Computers for individual work

Phone/tablet for Kahoot activity

Youtube: video on Robert Menzies https://www.youtube.com/watch?v=FZedhB6Olvk

 LESSON STAGE
Roll call
Instruct students of lesson outcome
through multimedia presentation
Introduce next activity
and resources available to be used
Close/revise
discuss wellbeing
CONTENT TEACHING / LEARNING STRATEGIES ASSESSMENT / HWK
Students are to partake in Kahoot quiz on
World War II enlisting.
Global map
Using the link
https://www.youtube.com/watch?v=FZed
Source extract 7.2.2 p.142 hB6Olvk students are to listen to the
Robert Menzies announcement (approx:
20 mins)
students are required to represent the
army enlisting process and their view of it
using powerpoint, moviemaker, or
another programme agreed on by the
teacher
students may military slang to prompt
teacher support
Class discussion: Students can share their
work in small groups.
students can choose to research
background information via youtube,
PDF’s provided by teacher (see ‘Rats of
Tobruk’ information), in pairs or alone
EVALUATION FOLLOW UP – CONTENT FOLLOW UP - STUDENTS
What worked well …. Provide a Kahoot quiz to see student
knowledge from this lesson

What needs improving …. Provide background information on ‘Rats

of Tobruk’ via multimedia presentation for
next lesson.