Case Study Assignment 2 Inclusive Education Theory, Policy, & Practice

Nitish Navitesh Prakash Student ID: 18413306

Pseudonym for subject: Jake Peralta
PART ONE: Case study and Universal Design learning
1758 words
Jake is a year 9 student and is 15 years old. He has been diagnosed Autism Spectrum
Disorder (ASD). ASD is a lifelong neuro-developmental condition which affects among many
other things the way that person interacts with his or her environment or communicates
with people (Autism Spectrum, 2019). ASD does not have one category it varies from mild to
severe Jake displays a mid to high range in the spectrum. Jake enjoys learning and
understanding everything about superheroes with a specific love for DC comic’s hero
SHAZAM. He has a deep interest in statistics and art. Besides the teacher and his friend in
class Jake will withhold any verbal expression and cannot cope in large group settings or
class presentations. Jake is sensitive to many kinds of sensory stimuli but loud sounds
impacts him the most. Jakes atypical sensory responses are a common symptom for people
with ASD (Stewart et al., 2015). To effectively cater for Jake his strengths and weaknesses
need to be noted and adjusted. With the increase inclusive education learners with ASD are
being educated in general education classes and as a result teachers must create lessons to
allow for all students to achieve their best (Autism Spectrum, 2019). This is a good thing
overall as they are students just like others around them and they deserve a “normal”
secondary learning experience.
Universal Design for Learning (UDL) has been developed so that all students are given an
equal opportunity to succeed in their learning. The design incorporates the classroom
environment, with activities and equipment for activities which are used to benefit learners
with cognitive issues for this particular class (Johnson-Harris & Mundschenk, 2014). UDL is
then not only a great way to help students with ASD learn but also students with ADHD,
Dyslexia, and Dyspraxia. Further research from Vitelli (2015) suggests that even learners
with disabilities can be assisted from UDL. Students will benefit greatly from this. UDL does
not require students to fit into their learning and teaching style but rather the learning fit
them. As a result the teacher is required to provide students with the opportunity to excel in
the same learning in a way that suits the student the best (Kortering, McClannon & Braziel,
2008). Although this may mean a lot more work for the teacher in the planning and building
of resources. The teacher would now be more experienced and will be better prepared for
other classes later and reduce the modifications needed in a lesson later on. As they would
have account for students with needs in their lessons and resources and just need to make
minor adjustments for the individual student (Johnson-Harris & Mundschenk, 2014).
Carnahan, Musti-Rao, &Bailey (2008) further this point for UDL stating that students could
be provided with a range of options such as written, visual, and auditory so that they may
pick the way the want to process the information from the lesson.
UDL consists of three key principles for its implementation into any schooling. The principles
involve providing students with multiple means of representation, multiple means of
expression and multiple means of engagement. For multiple means of presentation the
written, visual and auditory range previously mentioned would be an example allowing for
Jake to choose the mode for learning (National Centre on Universal Design for Learning,
2014; Rao & Torres, 2016). In terms of Jake multiple means of representation would be
beneficial as it can allow for Jakes Passions to be incorporated into his learning so that he
feels more included and open up enough to engage with more than just his friend in the
classroom. Jakes Numeracy skills can also be further enhanced with this method and
become a strength in his learning as he has a passion for hero statistics. Teachers providing
the information to Jake multiple times with varying strategies.
The adjusted lesson has given different means of representations. The information given to
the students are all on paper and they have to create graphs to find which hero is from their
chosen data set. The class has two slide presentations going over acceleration and the other
over motion graphs providing a visual representation of the content the students are
learning. A scaffold (written representation) is given to the students detailing key features of
each graph in different sets of motion from distance vs time to Velocity vs time and even
extension for those who want it with the Acceleration vs time graph. Giving students the
choice of either writing notes from the slides in their books or making footnotes on the
slides using the technological support if they want to (Miller & Lang, 2008). Teacher
instruction and discussion provides the auditory. The lesson addresses the key
metalanguage “Acceleration, Speed, Velocity” addressed in the acceleration slides so
students understand what they are searching for in their motion graphs which is also
explained (Teaching for Inclusion, 2017). Although it may not entirely pertain to Jake
specifically, having the scaffold available as a hard copy and slides available on the google
classroom reduces the cognitive working memory load for students. Students working
memory can only hold up to 7 items on average at a time (Miller, 1956).
Multiple means of expression is where a variety means of expression for students to
demonstrate their knowledge and understanding of the content and the way they operate
in within the classroom is available (Johnson-Harris & Mundschenk, 2014; National Centre
for Universal Design for Learning, 2014; Rao & Torres, 2016). An example of this would be a
student writing a response rather than giving a speech (UDL: Action & Expression, 2019).
This would allow for students to do a mode of expression that encompasses their strengths
like the example previously mentioned also lowering the overall pressure and stress that
comes along with knowledge expression tasks (Rao & Torres, 2016).
The second principle is incorporated into the lesson for Jake and the rest of the students in
the form of scaffolding specifically a checklist and question. The checklist is for the graphing
task to ensure all aspects of a graph are met (Johnson-Harris & Mundschenk, 2014). The
question is simple stating “Compare the results with the values on the board which hero do
you think is travelling in your graph and why?” Students once answered the question will
make a quick presentation to the class or the teacher or another group. This is done for Jake
if he feels confident enough he may choose to present to the teacher another group or the
class. The modes of presentation for a 1 hour class is limited to a speech format with or
without a presentation. Or written explanation of their investigation for Jake if he is not
feeling too confident about presenting (Xiang, Gao & McBride, 2011).
Finally multiple means of engagement involves the use of different pedagogical method so
that student’s interest in class is maintained. As well as their skills being challenged and
encouraged through this process (National Centre on Universal Design for Learning, 2014;
Rao & Torres, 2016). An example of this would be a learning game or software which
contains multiple difficulties and or content levels (Principle III. Provide Multiple Means of
Engagement, 2019). So students can realistically learn their level of knowledge and learning
abilities. This can be done by both teachers and students. When it comes to science the
teacher can successfully execute this by providing the students with content from the
syllabus but in a way that can be related to the real world and have relevancy in the Jakes
life (Johnson-Harris & Mundschenk, 2014). An example of this would be teaching about
chemical reactions and stating all the chemical reactions that happen around them and in
their homes like cooking an egg rusting of the iron pan, burning wood, rotting of food,
photosynthesis in plants. Another way to effectively utilise multiple means of engagement
would be feedback on the students work (Johnson-Harris & Mundschenk, 2014). Students
giving feedback at the end of the lesson in the form of an exit slip can be another way to
monitor the level of engagement within the lesson. Research conducted by Clark & Pittaway
(2014) and Lyons, Ford & Slee (2014) provide evidence suggesting students appreciate
feedback and use it to guide future learning. Feedback from them on the class can inform
the teacher’s future learning strategies. The multiple means of engagement would allow for
students to work the way they would want to whether it is individually, in pairs or in groups.
All forms of collaboration are facilitated by the teacher and it becomes a more student
centred experience (Johnson-Harris & Mundschenk, 2014). The multiple means of
engagement would allow for Jake to work in a setting he feels most comfortable in whether
it’s by himself or in pairs with his friend and improve his social skills a little more slowly
opening up and maybe interacting in a bigger group down the line.
During the lesson this concept of UDL will be utilised by using ICT in the form of word and
excel. Students will be given data and scenario. Working in groups (of their own choosing
with a maximum size of 4) Students are to construct graphs from the data given in the
scenario as well as interpreting the graph using the Motion Graph scaffold (Kortering et al.,
2008). ICT is used over books as ICT and technology is more prominent in higher learning
over recent years (Basham, Smith, & Satter, 2016). Students will also have access to sites
such as Youtube where they can learn how to construct graphs in excel learning to be
resourceful and conduct their own learning. Utilising Jakes interest in DC heroes the
scenario and graphing data are based on his beloved heroes to give some relevance for him
and other heroic characters can be included for the rest of the class as well (Stack & Kelly,
2006). Students are given different sets of data differing in difficulty to interpret. So Jake
may choose to take on the higher levels. With the teacher facilitating the learning prompt
feedback can occur more throughout the lesson and students having more difficulty than
others can be the target for the teacher to help. Scaffolding of the task is done in the form
of a checklist for the things a graph must contain as well questions to answer when
 interpreting the graph so the students have a goal to work towards rather than a fully open
ended task where students can get distracted from their learning (Kortering et al., 2008).
PART TWO: Lesson Plan
Colour Key Multiple means of representation, multiple means of expression and multiple
means of engagement

Topic area: Motion Graphs Stage of Learner: 5 Syllabus Page(s):54

Lesson overview:
motion graphs
Using the statistics of heroes such as average speed of the flash, SHAZAM, superman. Data and a scenario will
be given to students from which students then have to use Word or excel to tabulate and graph data. Then
they are to analyse the graphs in terms of newtons laws as well as identify which hero the students have
graphed matching the data sets to the given value for that particular hero. Different levels of data will be
given either distance time or velocity time. Students will then present how they went about conducting their
mini research task. Students are allowed to work in groups (max 4), pairs or individually.
Adaptations / Accommodations for Students’ Needs
Gifted and talented students: Gifted and talented students within the class would help their peers
understand the task. But only if it doesn’t stop them from completing it themselves.
Students with learning difficulties: May choose to work individually, in pairs or groups. Moving students with
vision or hearing impairments closer to the front or give electronic visuals and auditory aids. Students who
would prefer to work alone can do so. Students with ASD may use sensory blockers such as noise cancelling
earphones to help with the volume increase of group work.
Time Lesson Teachers work Students Inquiry Assessment
plan work learning
stage of
lesson

5 Class Make sure students are prepared for class. Students N/A N/A
minutes entry take out
Move any visual or hearing impaired learners
their
to the front.
learning
Give everyone an entry slip especially to Jake materials
(how are they feeling today.)
25 Accelerat Recount the terms from the acceleration slides Students N/A Formative
ion take notes assessment
minutes Go through the Motion Graphs slides going
Review through the
through the metalanguage and give out And
and slides on
glossary sheets. Direct instruction feedback
Motion paper or
graphs Add more images to slides and video clips. through Monitoring
introduct footnotes students
Give students the Motion graph information
ion on their and
Scaffold hard copy
BYO devices facilitating
Give students the links to the online versions the learning
of the slides and scaffolds. on the side

Questioning students as they progress through

the slides e.g. where we can use motion
graphs? What is the importance of learning
about these graphs?

30 Graphing Students are given the Scenario. “Batman is Students Formative

, Analysis logging data on the justice league weaknesses work assessment
minutes
and and strengths. Robin sent him data on the individually,
Note the
explanati speeds of the justice league members and data pairs, or
presentation
on he’s tracked from them either distance and groups
style each
Activity time or velocity and time. But he made a (max 4) on
student
mistake and did not match the results. So a data set. Possible
used and
batman doesn’t know which hero is travelling Create student
their
at what speed. tables and question
proficiency
graph on
Your Job is to tabulate and graph the data How do I in that style
data set.
from robin and figure out which speed values make a
Students Who is
match which data sets” graph on
can use text taking
excel?
Give out multiple forms of data excel graphs, to speech charge in
hardcopies and written up on the board. application Youtube the groups
as another
Hand out the Batman Graphing Checklist Is the
mean of
metalangua
Compare the results with the values on the representat
ge used
board which hero do you think is travelling in ion.
correctly
your graph and why? Compare
and
and find
Presentation of work in multiple formats. effectively?
which data
Written, vocal, visual etc.
set matches Give
Fill out exit slip. How did they feel about the which hero feedback to
class Did they learn something and what was students
Students
it? (finish and pack up) who are
pack up
presenting
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