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Inclusive-Case Study

Inclusive-education is a framework aimed at supporting and enhancing the learning experiences of all
students, particularly pupils with additional-needs (Ainscow, M, 2005). This essay intends to explore a
case-study based on a student diagnosed with Autism Spectrum Disorder (ASD). The definition of ASD,
strengths and challenges of learners with ASD, the definition of Universal Design for Learning (UDL),
impacts of UDL on both students and teachers, Adjustments and Accommodations as well as Strength-
Based Learning are all to be examined and then applied to an existing lesson plan, in-order to
successfully obtain Inclusive-education.

This case-study has been based upon a thirteen year-old female whom has been diagnosed with
Aspergers Syndrome disorder (a learning disability housed under the umbrella term ASD). Strengths of
this particular learner include her having an innovative and broad imagination, being great with memory-
recall as well as artistic (drawing). This particular student tends to have difficulty controlling her
surroundings, making her very sensitive. This has been demonstrated through her having a tendency to
associate personalities and feelings with non-living objects. Sensory difficulties are also another
characteristic of this particular learner, as she can feel words. However, it is important to note that she
has embraced her ASD and would not change anything as she feels unique and special
(AutismAssociations, 2012).

A condition which affects a persons ability to interact with their surroundings correctly defines ASD.
Autism, Aspergers Syndrome and Pervasive Developmental Disorder are all elements of the ASD
spectrum. Additionally no two students are the same in that there are varying levels of severity (Victoria
State Government, 2017). Amaze (2011) extends beyond this definition, listing characteristics of students
with ASD. Having a strong subject area of interest, unusual reactions to what they hear, see or smell
(sensory) as well as having a tendency to experience alternate perspectives of the world in comparison
to their non ASD colloquies, are all traits of students with ASD. Thus, these behaviors are parallel to
those evident in the case-study student, and will be examined further in the paragraphs bellow.

Striving for perfection, having a concrete-intelligence, being determined as well as obtaining the ability
to disregard social-conventions, all explain why students with ASD are highly-innovative and creative,
thus a strength area of students with ASD. Additionally their cognitive-functions are automatic and habit-
like meaning their memory capacities are outstanding (Liu, Shih, & Ma, 2011). Such is evident in the
case-study, whereby the student is innovative, has a broad-imagination and great with memory-recall.

Students with ASD often develop specialised interest-areas, generally in Mathematics, Music or Art. This
is due to students with ASD being more eccentric, meaning they tend highly-focus and collect loads of
relevant information to their interest-area (Kids Matter, 2017). Furthermore this is another strength-
area of students with ASD, which correspond to the pupil observed in the case-study who enjoys
creative-arts in-particular drawing.

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Students with ASD obtain sensory difficulties which may result in them being either hypo or hyper
sensitive, meaning students either seek or avoid social-behaviors. Hypersensitivity is caused by the
inability to adjust sensory input levels as a consequence of too many excitatory transmitters (highly
stimulated nervous system). Such is rationale as to why students with ASD avoid actively engaging in
intense social situations (sensory overload), thus are resistant to change, prefer set structure and
develop predictable environments (for familiarity) (Dodd, 2005). This additional need of students with
ASD aligns to that of the pupil seen in the case study who claims she is very sensitive, associating
personalities and feelings with non-living objects.

Another additional need of students with ASD is synaesthesia, a sensory disability whereby the
stimulation of one sensory modality unintentionally triggers a different sense, creating information
distortion (Bogdashina, 2016). Such is justification as to why the student in the case study can feel
words. Additionally it is interesting to note Bogdashina (2016) also stated most students with
synaesthesia (ASD), prefer this unique perception of the work and would be unwilling to eliminate
their synaesthesia experiences. Such corresponds the student in the case-study not changing anything
about herself as she embraces and enjoys her unique world perspective.

A scientific framework developed on the foundations of how humans best acquire new-information, is
known as UDL. Within the educational context, UDL allows a teacher to optimise their pedagogy
(teaching-method) to better meet the diverse needs of all students (not just those with ASD). UDL
intends to eliminate the barriers of mainstream curriculum-outcomes, which do not account for
students with diverse learning aptitudes. Furthermore UDL is not simply an add-on to lesson activities,
assessment tasks or examinations, it is a concept which is incorporated into the design-process of such,
with particular focus on the mode of information delivery. Hence promoting Inclusion via positively
impacting all students (CAST, 2017).

Specific examples of how UDL enhances the learning experiences of all students include, through
enriching the learning environment, motivating pupils and increasing their productivity, engaging
reluctant students, increasing self-esteem, catering to all the different learning preferences as well as
improving student-independence and self-directed learning. Such occurs as result of how UDL influences
a teachers methodology. This consists of teacher pre-lesson planning becoming more efficient, time and
cost effective, supporting curriculum frameworks as well as ensuring the educators practices
corresponds to the Disability Standards in Education 2005 legislation (Souter, 2009).

UDL is constructed on the basis of three key guidelines, multiple-means of Representation, multiple-
means of Action and Expression as well as multiple-means of Engagement. The application of various
knowledge and information mediums, motivate students through giving purpose/relevance of learning
allowing students make connections to existing knowledge or prior experiences, thus the core of
multiple-means of Representation. Multiple-means of Action and Expression focuses on the alternate
ways in which information may be presented. Such enables students to navigate through the learning
process and demonstrate their understanding and interpretations in styles which best-suit them. The
creation of a classroom learning environment which incorporates differentiated means of engagement
and interaction, successfully defines multiple-means of Engagement. It is critical to note that the practice
of this particular guideline may differ amongst students with ASD, as some students seek engagement
through spontaneous activities, whilst others may find this highly unsettling and instead prefer clear

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routine (aligning to the challenges of students with ASD) (Souter, 2009). Such research has been utilised
to incorporate UDL into the activities found in the below lesson-plan.

Teacher adjustments and accommodations are pedagogical strategies made by teachers to ensure their
teaching method successfully incorporates and enables equity in learning opportunities for students with
disabilities, including those with ASD. Such is fundamental in order to attain Inclusive-education and
eliminate discrimination. It must be noted that these adjustments and accommodations also benefit the
learning experiences of students without learning disabilities, as activities/tasks become clearer and
more engaging, thus respecting the aptitudes of all learners (University of Canberra, 2014). A secondary
concept worth mention, Strength-Based Learning, can be utilised to guide teacher adjustments and
accommodations. Furthermore, through educators implementing activities/tasks which draw on the
strength of all pupils, including those of students with ASD, the challenges of diverse student learning
needs can be overcome (Larkey, 2017). Such theory has been used to justify adjustment and
accommodations made to the attached lesson-plan below.

The following are adjustments developed by applying the UDL framework to an existing TAS Lesson-plan
(Year 7 Workshop Introductory Lesson), in-order to better meet the learning needs of students with ASD
(such as the pupil observed in the case study) as well as ALL other students.

Multiple means of Representation

The first adjustment (1), clarifies vocabulary and symbols utilised in the lesson. This involves replacing
the distribution of photocopied textbook pages describing the uses of various workshop tools (in text
format), with an interactive tool-use crossword worksheet. Such reflects the clarification of vocabulary
as students would have to draw physical arrows matching the picture of a tool with its use/description,
similar to the mental connotations formed in their minds by doing so. Such incorporates UDL as it applies
Representation to motivate students thus increasing their productivity (CAST, 2017). The needs of all
students and pupils with ASD will also be met, as it enables them to employ art (common interest and
strength area) to gather new information.

The second adjustment (2), offers an alternative for auditory information. This involves the teacher
adding to the YouTube video on workshop safety activity via distributing hardcopy text-format
transcripts of the video. Such reflects an alternate for auditory information as students would be able to
read-along to content heard in the video. Additionally this incorporates UDL as it applies Representation
to cater for the different learning styles of all students (CAST, 2017). In particular, it enables students
with ASD an opportunity to exercise their great memory recall (strength-area) via matching the text-
based transcript with previously heard audio information.

Multiple-means of Action and Expression

The third adjustment (3), utilises multiple media for communication. This involves the teacher adjusting
the photocopied textbook page listing workshop tools for a tool picture fill-in the blank worksheet.
Such reflects multiple media for communication as students can draw a picture of the tool being verbally
explained by the teacher allowing them to form their own interpretation (Expression), instead of reading

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off the textbook. Such reflect the student-benefits of UDL as it motivates students, thus prompting
action in their learning process (CAST, 2017). This immensely benefits all pupils, particularly students
with ASD, as it again applies the common interest and strength area of art (drawing) to achieve
educational-understanding.

The fourth adjustment (4), supports planning and strategy development. Here the teacher is to
substitute the task placement of all jobs into single storage container with the labeling of individual
pigeon-holes activity. Such reflects planning and strategy development as it allows each student to have
their own labeled pigeon-hole to store their jobs between practical-lessons. This is in accordance with
UDL as it improves student independence through them organising the storage of their own-work
(Action) (CAST, 2017). All students, particularly pupils with ASD, would benefit from such set structure
and routine each lesson, thus avoiding spontaneity (a challenge-area of students with ASD).

Multiple-means of Engagement

The fifth adjustment (5), strengthens lesson goals and objectives. Here the teacher adds a step to the
lesson after settling students with the statement of lesson goals. By setting clear-verbal expectations of
what students are expected to learn this lesson, the learning-process becomes more Engaging. This
demonstrates the application of UDL as it motivates students to achieve set-tasks (CAST, 2017). In-
addition this creates autonomy as it enables all students, including learners with ASD, to become
familiar-with (predict) the environment (again avoiding spontaneity).

The sixth adjustment (6), optimises individual choice and autonomy. This involves the teacher
substituting the students use drill-press activity with students choose to use the drill-press, disc-sander
or scroll-saw. Such enables student choice and autonomy as they can choose a machine of their choice
based purely on their individual preferences. This corresponds to UDL as it reflects student-
independence and self-directed learning, thus increasing student Engagement (CAST, 2017). All students
benefit from such, particularly learners with ASD, as they can collect information relevant to an area of
personal-interest, thus drawing on a strength of theirs.

From the above it can be concluded that a lesson-plan has been adjusted as per the guidelines of UDL to
better meet the needs of all students, including learners with ASD (as per the case-study).

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Lesson Plan (Year 7 Workshop Introductory Lesson)

Existing Lesson Plan Revised Adjustments

Students enter workshop, place bags on shelves, Remains unchanged.

wear aprons and gather around the center table.

Teacher is to mark the roll. Remains unchanged.

Begin lesson. (5), Multiple-means of Engagement

Teacher is to add statement of lesson goals. The
effectiveness of this adjustment is to be measured by
the teacher asking students to repeat-back the
lesson goals.

Teacher is to present YouTube video on (2), Multiple means of Representation

workshop safety. Teacher is to also distribute hardcopy text-format
transcripts of the YouTube video. This adjustment is
to be measured by the teacher asking students to
recall key points made in the video.

Teacher is to distribute photocopied textbook- (3), Multiple-means of Action and Expression

page listing workshop tools. Teacher is to instead distribute tool picture fill-in the
blank worksheet. Student-completion of this
worksheet is an assessment of the pupils ability to
identify tools.

Teacher is to distribute photocopied textbook- (1), Multiple means of Representation

pages describing the uses of various workshop Teacher is to instead distribute tool-use crossword
tools. worksheet. Student-completion of this worksheet is
an assessment of the pupils ability to identify tool-
uses.

Students use drill-press (6), Multiple-means of Engagement

Teacher is to instead ask students to choose the
drill-press, disc-sander or scroll-saw. Teacher is to
assess the students practical conduct when utilising
the above tools.

Students place all jobs into single storage (4), Multiple-means of Action and Expression
container. Teacher is to instead ask students to label the
individual pigeon-holes. Teacher is to assess the
completion of the task above.

Teacher asks students if there are any questions. Remains unchanged.

Teacher is to dismiss students upon the signaling Remains unchanged.

of the bell.

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References
Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of

educational change, 6(2), 109-124.

Amaze. (2011, July). What is the Autism Spectrum. About Autism. Retrieved from

http://www.amaze.org.au/discover/about-autism-spectrum-disorder/what-is-an-autism-spectrum-

disorder/

AutismAssociations. (2012, January 30). BBC-My Autism And Me [Video File]. Retrieved from

https://www.youtube.com/watch?v=ejpWWP1HNGQ

Bogdashina, O. (2016, June 29). Synaesthesia in Autism. Retrieved from

http://network.autism.org.uk/good-practice/evidence-base/synaesthesia-autism

CAST. (2017). About Universal Design For Learning. Retrieved from http://www.cast.org/our-work/about-

udl.html#.WPHuME21uDY

Dodd, S. (2005). Understanding Autism. Retrieved from https://books.google.com.au/books?

id=XQzIIcu7wxcC&pg=PA104&lpg=PA104&dq=being+over+sensitive+autism&source=bl&ots=JKD69cLioE

&sig=s8_g_FcnoEy2rSA2QWJMJhqKxEc&hl=en&sa=X&ved=0ahUKEwiD6eOJ7qXTAhXHwbwKHfDdDT04Ch

DoAQg1MAM#v=onepage&q=being%20over%20sensitive%20autism&f=false

Kids Matter. (2017). Autism Spectrum Disorder. Mental health matters-Learning and learning difficulties.

Retrieved from http://www.kidsmatter.edu.au/mental-health-matters/learning-and-learning-

difficulties/autism-spectrum-disorders

Larkey, S. (2017). Tip Sheet-Sue Larkeys Tip Sheet For Teaching Children With Autism Spectrum Disorder.

Retrieved from https://suelarkey.com.au/tip-sheet/

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Liu, M. J., Shih, W. L., & Ma, L. Y. (2011). Are children with Asperger syndrome creative in divergent

thinking and feeling? A brief report. Research in Autism Spectrum Disorders, 5(1), 294-298.

Souter, J. (2009). Universal Design For Learning-An approach to maximise learning for all students.

SMART Classrooms. Retrieved from

https://www.griffith.edu.au/__data/assets/pdf_file/0008/366245/Jeff-Souter.pdf

University of Canberra. (2014). Whats Reasonable. Reasonable Adjustments. Retrieved from

http://resource.dse.theeducationinstitute.edu.au/content/whats-reasonable

Victoria State Government. (2017, March). Autism Spectrum Disorder (ASD). Better Health Channel.

Retrieved from https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/autism-spectrum-

disorder-asd