102084 Inclusive Education Assessment 2: Case Study Analysis &

Lesson Plan Review

Section A: Case Study Analysis Utilising Universal Design for Learning

Jayden Michaels is a student attending a middle-class SES high school in Western

Sydney. Jayden has formally been diagnosed with a mild severity ranking of level 1 Autism
Spectrum Disorder (ASD) (American Psychiatric Association, 2013). As an individual with
ASD, Jayden expresses difficulty in factors including social interaction and communication,
with displays of restricted and repetitive interests or behaviour (Autism Spectrum Australia,
2017; Roberts et al., 2018). An individual diagnosed with ASD typically demonstrates unique
educational support requirements varying upon the severity of diagnosis (Jackson, Hart,
Brown & Volkmar, 2017). ASD is classed as a neurodevelopmental condition affecting an
estimated 1 in 100 Australian individuals (Taylor & Seltzer, 2010). With such rising trends
toward inclusivity in education, increasing numbers of individuals with ASD are provided
education in a conventional classroom environment, and thus it is crucial for an educator to
accommodate for students such as Jayden through construction of enriching academic
environments to achieve success (Jones et al., 2009; Paradiz, Kelso, Nelson & Earl, 2018).

Jayden has proven himself as a talented student with strengths focused upon
aptitude in mathematics and computing technology. He has shown high interest in classes
including physics and visual arts. Throughout his classes, Jayden shows enthusiasm and
respect towards his teachers, striving to complete required tasks efficiently, particularly in
logic-centered tasks such as maths. Despite his high aptitude, Jayden has admitted to
difficulty in engagement with peers in the classroom, and content requiring abstract
thinking. During these instances, Jayden quickly became disengaged with his workload, and
as a result often expressed frustration and minor mood-swings (Morgan & Wine, 2018).
Jayden shows difficulty in interpreting emotion and context in conversations with his peers,
often taking comments literally which has caused disputes between himself and his peers.
Although most of his peers are aware of his situation, Jayden’s issues in social
communication has left him with a sense of isolation which has impacted his academic
studies (APA,2013; Ledford & Wehby, 2014).

JAMES WILSON 17727701 1

 Recognition of the Universal Design for Learning (UDL) framework is crucial in
providing opportunity to diverse students through instructional design of goals, behaviours,
materials and appropriate methodologies accessible for all students (Dell, Dell & Blackwell,
2015; Hall, Cohen, Vue & Ganley, 2014). This educational framework can influence
instructional design in order to assist students in an inclusive and mainstream environment,
wherein students are provided opportunity to excel in their given strengths and
methodologies (Vitelli, 2015). Such a framework as this UDL approach requires flexibility
from teachers in instruction, approach to feedback, but also approaches to reflection of
behaviour, achievement, and overall academic success (Johnson-Harris & Mundeschenk,
2014; Kortering, McClannon & Braziel, 2008). UDL is centered upon three key notions, being
multiple means of representation, engagement, and expression (Hall, Co 2014; Kotering,
McClannon & Braziel, 2008; Scott & Temple, 2018).

This first principle focusing upon multiple means of representation emphasises a

notion of efficient and effective presentation of information to students. (Scott & Templete,
2018). Such a notion requires the design of lessons which anticipate and address the
perceptual, physical, and cognitive barriers of learning (Hall, Cohen, Vue & Ganley, 2014).
These lessons provide ample usage of scaffolding, showing multiple methods of
presentation of concepts in order to allow students opportunity to demonstrate deep
understanding in content despite vastly differing learning styles and needs (Tang, Delgado &
Moje, 2014). Implementing such a pedagogical approach allows educators to focus upon
enhancement of core classroom learning in not only mainstream education, but also with
students who require additional learning support, such as Jayden. With specific reference to
Jayden’s experiences, multiple means of representation can relieve a sense of frustration
felt during instances of intense or abstract content. Expressing multiple representations of
content can provide Jayden reduction in off-task behaviour occurrence resulting from this
frustration (Tang, Delgado & Moje, 2014).

Demonstration of an adjusted learning plan seen in section B of this assessment

highlights the influence of the UDL framework in assessing cognitive barriers through
promotion of mental wellbeing. This modified plan focuses upon differentiation in not only
instruction but also engagement, allowing students opportunity of silent reflection or prayer
if preferred, a particularly noted strategy for enhancing mindfulness (Helminski, 2017). Such

JAMES WILSON 17727701 2

strategies are recognised as support means for emotional wellbeing, as well as a standpoint
for focusing within the lesson (Rabaa, 2010). The modified lesson utilises multiple means of
visual representation throughout the lesson, coupled with audio strategies. This directly
benefits students such as Jayden in processing information and facilitating greater
engagement of concepts (Denning & Moody, 2013). Provision of visual aids such as closed
captions or scripts for video accompaniment targets enhanced comprehension skills whilst
making the task feel more simplistic (Klingner, Vaughn & Boardman, 2015). Whilst this is a
direct benefit towards students with ASD who often require visual support, it also acts to
benefit visual learners as a whole, as well as individuals with poor comprehension skills or
factors such as eyesight (Danan, 2014).

A second key focus of UDL centers upon multiple means of expression. This provides
students opportunity to express differing forms of understanding of content learned
(Denning & Moody, 2013). In giving students varied options of expression, motivation and
academic skills have been noted to rise (Denning & Moody, 2013). Furthermore, this
principle of UDL extends benefits towards educators, allowing for multiple format choices
for assessment tasks such as portfolios, visual presentations, verbal reports, and artistic
journals (Meo, 2008). In extending submission format to multiple means of expression, a
student can capitalise on individual interests, skills and abilities. Students with ASD such as
Jayden can use such multiple expression formats to maintain a greater focus upon on-task
behaviour, particularly if frustrated with one particular format of learning (Meo, 2008).
Extending upon this, it is vital to ensure that clear and concise instruction is provided if
allowing multiple expression options of activity, particularly for students like Jayden as he
may become distracted by misinterpreting instruction (Wood & Blanton, 2009). Clarity in
expectations of students, coupled with performance rubrics where required, can provide
integrated structure in classrooms of diverse learners with greater success than a set-in-
stone activity basis (Miller, 2012; Mutch, 2003).

The modified plan seen in section B harnesses this foundation of UDL in the
provision of multi-format choice in content expression. Students are permitted opportunity
to express their learnings of diseases through such formats as PowerPoint, audio formats, or
visual presentation. Such creation of digital formats, or alterations using editing software
play particularly into Jayden’s strengths of computers and technology. Furthermore, such

JAMES WILSON 17727701 3

expression is integrated into the final reflection of this lesson. Students are provided choice
in a preferred method of recollection of their learning, including use of a mind map,
flowchart, concept map, or a padlet creation for students who find strength in ICT usage.
This allows students not only to choose how they wish to record their findings, but also
allows for a greater development of differing learning tools throughout the academic
experience (National Centre on Universal Design for Learning, 2014).

The third and final principle of the UDL framework evokes student interest and
success through multiple forms of engagement in instructional design (Denning & Moody,
2013). This principle facilitates student learning through multi-dimensional engagement
from both students and teachers (Hall, Cohen, Vue & Ganley, 2014). In providing multiple
instances of instructional design, a teacher can create relevance of content material with
real-world instances and contextual examples (Denning & Moody, 2013; Miller, 2012). This
directly benefits student involvement in the classroom, particularly from students such as
Jayden with ASD or other learning difficulties in the sense of greater enthusiasm for diverse
learning goals (Leach, 2010). Furthermore, research from Boud and Molloy (2012) posits
that multiple forms of engagement tasks creates a greater instance of timely feedback in
order to support student engagement. Such feedback is evident in this lesson plan through
student questioning with both the teacher, and also their peers via a classroom discussion.
Students are provided opportunity in this section of the lesson to receive immediate
feedback to heighten their understanding.

Throughout the lesson, students are provided opportunity to contribute to this

principle of UDL through engagement tasks such as formulation of inquiry questions based
upon provided visual tasks and YouTube videos, and peer collaboration via presentation
creation. Providing students with choice in task design and activity completion allows a
teacher to cater to specific student learning strengths (Spencer, 2011). In the duration of the
lesson, students are provided opportunity to work individually and collaboratively. Such
design is structured to enhance the learning ability of students of not only gifted abilities,
but also those with learning difficulties or behavioural disorders (Capern & Hammond,
2014). With direct relation to Jayden’s learning style, this lesson acts as a direct benefit in
terms of connection to peers, giving students choice in working individually, or as a

JAMES WILSON 17727701 4

collaborative team. Removing a sense of expectation to participate as a team allows Jayden
the option to participate only if preferred or requested by peers.

The occurrence of priming through provision of a handout at the beginning of the

lesson allows students to clearly identify the aims and activities planned throughout the
lesson. Priming acts as a method to foster multiple means of engagement in that students
can anticipate what is required ahead during the lesson (Denning & Moody, 2013). This
allows students with ASD or other identified difficulties like Jayden to express prior
knowledge and create stronger connections to new content (McLaughlin et al., 2005).
Inclusion of priming enhances a sense of comfort and understanding of the requirements of
student participation, behaviour, and support throughout the lesson, thus developing and
enhancing engagement to complete tasks (Koegel, Koegel, Frea, & Green-Hopkins, 2003).
Given that students with ASD often tend to focus upon irrelevant information for the task at
hand, a strategy as simple as explicit instructions via a handout can clarify relevant details
and requirements (Franzone, 2009).

To conclude, Universal Design for Learning acts as an advanced framework to

harness enriching student environments, through catering of all student abilities, learning
styles, and expressions of understanding (Spencer, 2011). The three underlying principles of
UDL allow for multiple means of representation, expression, and engagement. In facilitating
instructional design, a teacher can demonstrate adjustments to learning plans as examined
below in order to support students such as Jayden who has ASD, but also other students
with learning difficulties and diverse abilities (McLaughlin et al., 2005). A logical, yet concise
lesson flow is crucial in alleviating issues or negative impacts Jayden may experience in his
educational development, whilst supporting the inclusion of all diverse students within the
classroom.

JAMES WILSON 17727701 5

 Section B: Lesson plan with UDL alterations
Colour Coding Key:

 Initial lesson plan

 Multiple means of representation
 Multiple means of expression
 Multiple means of engagement

Science
Timing Organisation Identified Teaching Strategy
5 minutes Mark Roll Provide students with opportunity to;
 Participate in prayer
OR
 Reflect silently upon prior lesson’s content
 Identify learning intentions for class (provided as a
handout).

5 minutes Individual  Students individually write in books three points of

Revision understanding from prior lesson.
 Students question their neighbouring peers of
content written in books to test memory.
 Questions aimed toward teacher who responds
with multiple examples/images.
 Class discussion on the content
20 min YouTube  Students are provided three individual YouTube
Clips to clips relative to disease (infectious + non-infectious)
Introduce (5 minutes each).
Infectious  Students watch provided videos on smart devices
Diseases and formulate three questions for each video.
Students challenge neighbouring peers with
questions relative to video.
 Provided videos include optional subtitles and a
transcript of the video.
 Students advised to create a comic strip based upon
their favourite of the videos (as extension task)
 Instruct students to work either individually, pairs
or small groups to gather more information on the
topic.
20 min Individual Research Topic
Research  Students are to research causes and impacts of
infectious and non-infectious diseases using a
provided worksheet & questions.
 Students individually or collaboratively create a
presentation outlining the key concepts including

JAMES WILSON 17727701 6

 identification of terminology, causes of disease and
differences between infectious and non-infectious.
 Students are provided opportunity in the next
lesson to share their research through PowerPoint,
digital media, song, video, or poster.
5 min Reflection of  Students note three new points of learning, two
Learning points of difficulty, and one point of focus for
improvement in the next lesson.
 On whiteboard, students create a class mind-map,
flow chart, concept map, or padlet. Students are
provided the choice of copying class creations into
their books, diaries, or smart devices.

JAMES WILSON 17727701 7

 References:

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders
DSM-5 (5th ed.). Arlington, VA: American Psychiatric Association.

Autism Spectrum Australia. (2017). What is Autism? Autism Spectrum Australia, Retrieved from
https://www.autismspectrum.org.au/content/what-autism.

Capern, T., & Hammond, L. (2014) Establishing positive relationships with secondary gifted students
and students with emotional and behavioural disorders: Giving these diverse learners what
they need. Australian Journal of Teacher Education, 39(4), 279-295.
DOI:10.14221/ajte.2014v39n4.5.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design.
Assessment and Evaluation in Higher Education, 38 (5), 698-712. DOI:
10.1080/02602938.2012.691462.

Danan, M. (2014). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1),
181-195. DOI: 10.7202/009021ar.

Dell, C.A., Dell, T.F., & Blackwell, T.L. (2015). Applying Universal Design for Learning in online
courses: Pedagogical and practical considerations. Journal of Educators, 12(2), 356-367.
Retrieved from https://eric.ed.gov/?id=EJ1068401.

Denning, C. B., & Moody, A. K. (2013). Supporting students with autism spectrum disorders in
inclusive settings: Rethinking instruction and design. Electronic Journal for Inclusive
Education, 3(1), 6. DOI: 10.106383.45839.
Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional
Development Center on Autism Spectrum Disorders, Waisman Center, University of
Wisconsin.

JAMES WILSON 17727701 8

Hall, T., Cohen, N., Vue, G., & Ganley, P. (2014). Addressing Learning Disabilities With UDL and
Technology. Learning Disability Quarterly, 38(2), 72-83. DOI: 10.1177/0731948714544375.

Helminski, K.E. (2017). Living Presence: The Sufi Path to Mindfulness and the Essential Self. South
Australia: Penguin Publishing.

Jackson, S.L.J., Hart, L., Brown, J.T., & Volkmar, F.R. (2017). Brief report: Self-reported academic,
social, and mental health experiences of post-secondary students with Autism Spectrum
Disorder. Journal of Autism and Developmental Disorders, 48(3), 291-303. DOI:
10.1007/s10803-017-3315-x.

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with students with BD in a

general education classroom: The case for Universal Design for Learning. Issues and Ideas,
87(4), 168-174. DOI: 10.1080/00098655.2014.897927.

Klinger, J.K., Vaughn, S., & Boardman, A. (2015). Teaching Reading Comprehension to
Students with Learning Difficulties. New York: Guildford.

Koegel, L., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of
coordinating educational services for students with autism. Language, Speech, and Hearing Services
in Schools, 34 (3), 228-235. DOI: 10.1044/0161-1461(2003/019).

Kortering, L. J., McClannon, T. W. & Braziel, P. M. (2008). Universal Design for Learning: A look at
what algebra and biology students with and without high incidence conditions are saying.
Remedial and Special Education, 29(6), 352-363. DOI: 10.1177/0741932507314020.

Jones, C. R., Happe, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., . . .Charman, T. (2009).
Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in
attainment. Neuropsychologia, 23, 718–728. DOI: 10.1037/ a0016360.

Leach, D. (2010). Bringing ABA into Your Inclusive Classroom: A Guide to Improving Outcomes for
Students with Autism Spectrum Disorders. Baltimore: Brookes Publishing Company.

JAMES WILSON 17727701 9

Ledford, J.R., & Wehby, J.H. (2014). Teaching children with Autism in small groups with students
who are at-risk for academic problems: Effects on academic and social behaviours. Journal
of Autism and Developmental Disorders, 45(6), 99-116. DOI: 10.1007/s10803-014-2317-1.

McLaughlin, M., McGrath, D. J., Burian-Fitzgerald, M., Lanahan, L., Scotchmer, M., Enyeart, C.,et al.
(2005). Student content engagement as a construct for the measurement of effective class-
room instruction and teacher knowledge. Washington, DC: American Institutes for Research.

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to
a high school reading comprehension program. Preventing School Failure: Alternative
Education for Children and Youth, 52 (2), 21-30. DOI: 10.3200/PSFL.52.2.21-30.

Miller, G. (2012). Understanding John Hattie’s visible learning research in the contest of Carol
Dweck’s growth mindset. Retrieved from
https://www.growthmindsetmaths.com/uploads/2/3/7/7/.../hattie_dweck_2012.doc.

Morgan, C.A., & Wine, B. (2018). Evaluation of behaviour skills training for teaching work skills to a
student with Autism Spectrum Disorder. Education and Treatment of Children, 41(2), 67-73.
DOI: 10.1353/etc.2018.0009.

Mutch, A. (2003). Exploring the practice of feedback to students. Active Learning in Higher
Education, 4(1), 24–38. DOI: 10.1177/1469787403004001003.

National Centre on Universal Design for Learning. (2014). Three principles of UDL. Retrieved from
http://www.udlcenter.org/aboutudl/whatisudl/3principles.

Paradiz, V., Kelso, S., Nelson, A., & Earl, A. (2018). Essential self-advocacy and transition.
American Academy of Pediatrics, 141(4), 5-19. DOI: 10.1542/peds.2016-4300P.

Rabaa, C. (2010). Towards improving the social and emotional wellbeing of Indigenous children:
Mental Health education in a far North Queensland school. Aboriginal and Islander Health
Worker Journal, 34(2), 27-39. Retrieved from
http://web.a.ebscohost.com.ezproxy.uws.edu.au.

JAMES WILSON 17727701 10

Roberts, J.M.A., Adams, D., Heussler, H., Keen, D., Paynter, J., Trembath, D., …Williams, K. (2018).
Protocol for a prospective longitudinal study investigating the participation and educational
trajectories of Australian students with autism. BJM Open, 8(1), 193-205. DOI:
10.1136/bmjopen-2017-017082.

Scott, L., & Temple, P. (2017). A conceptual framework for building UDL in a special education
course. Journal of Educators, 14(1), 104-111. Retrieved from
https://eric.ed.gov/?id=EJ1133749.

Spencer, S. A. (2011). Universal design for learning: Assistance for teachers in today's inclusive
classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10-22. Retrieved from
https://eric.ed.gov/?id=EJ1055639.

Tang, K., Delgado, C., & Moje, E.B. (2014). An integrative framework for the analysis of multiple and
multimodal representations for meaning-making in Science education. Science Learning &
Education, 98(2), 74-89. DOI: 10.1002/sce.21099.

Taylor, J., & Seltzer, M. (2010). Employment and Post-Secondary Educational Activities for Young
Adults with Autism Spectrum Disorders During the Transition to Adulthood. Journal Of
Autism And Developmental Disorders, 41(5), 566-574. DOI: 10.1007/s10803-010-1070-3.

Vitelli, E. M. (2015). Universal Design for Learning: Are we teaching it to preservice general
education teachers? Journal of Special Education Technology, 30(3), 166-178. DOI:
10.1177/0162643415618931.

Wood, K. D., & Blanton, W.E., (2009). Literacy instruction for adolescents: Research-based practice.
New York City: Guilford Press.

JAMES WILSON 17727701 11