102084 - Inclusive Education

Assignment 2: Application of Universal Design for Learning

 Assignment 2: Application of Universal Design for Learning

Part 1: Case Study and Universal Design for Learning

Nick Williams is a 15-year-old year 9 student. Nick has been diagnosed with Dyslexia
and also displays signs of anxiety within his classes at school. The International Dyslexia
Association (IDA) (2002) defines Dyslexia as a specific neurobiological learning disability
characterized by difficulties with accurate and/or fluent word recognition and by poor spelling
and decoding abilities. (IDA ,2002) These difficulties typically result from a deficit in the
phonological component of language, often unexpected in relation to other cognitive abilities
and the provision of effective classroom instruction. It can also lead to problems in reading
comprehension and reduced reading experience that can impede growth of vocabulary and
background knowledge. (IDA,2002) In Australia, Dyslexia is estimated to affect some 10% of
the Australian population. (Australian Dyslexia Association, 2018) Kamhi (1992) further
defines dyslexia as a lifelong problem with processing phonological information, which
involves encoding, retrieving and using phonological codes, and deficiencies in speech
production and phonological awareness. Wilkins et al (1993) identifies dyslexia as a difficulty
with language, not intelligence. (Wadling et. Al, 1996)
To accommodate students like Nick in mainstream class via inclusive education, it is
important for teachers use pedagogies to help students reach their optimal potential. This
can be achieved by being aware of individual student’s strengths and weakness. For instance,
Nick’s strengths include working with technology. He has excellent verbal communication
skills and loves to engages in class discussions. Nick particularly enjoys working with his peers
on group tasks. He demonstrates enthusiasm when he is positively appraised for his
contributions towards the class. In the past he has demonstrated a very creative mind and
has made some very innovative contributions towards class discussions. Nick is also a very
capable artist and has created some very explicit artwork during his art class. When a topic
of study is difficult for Nick to comprehend, he is easily off task often getting out of his seat
and pacing around the classroom. Nick’s teachers have noticed this behaviour subsides when
the instructions are broken down and explained to him again or when he is grouped with a
study buddy to complete his work. Nick is often mal-prepared for class due to his poor
organisational skills, especially when activities are carried out over two consecutive lessons
(Johnson-Harris & Mundeschenk, 2014). Overall, Nick is an enthusiastic student always
striving to achieve his best, his creativity and willingness to learn contributes positively
towards his educational except for his occasional anxiety outbursts.
Students with dyslexia are often placed within regular classrooms, therefore
overwhelming teachers with the need to help these students without neglecting others. It is
necessary that teachers implement flexible “one-size-fits-all” pedagogy to meet the needs of
all learners including those with learning disabilities. (CAST, 2011; Harms. et al, 2012) This
paper will be looking at benefits of Universal Designs for Learning (“UDL”) in classrooms
accommodating learning of all students especially to accommodate inclusivity of students
like Nick who are diagnosed with learning disabilities. Universal design for learning (UDL) is a
framework to improve and optimize teaching and learning for all people based on scientific
insights into how humans learn. Based on the architectural theory which branched into an
educational theory, UDL aims to create an academic environment which supports all students,
including those with learning disabilities through teaching strategies containing all
accommodations and scaffolds which aids student’s learning. (King-Sears, 2009 cited Harms,
2012) Adapting a UDL approach to teaching will also have a positive effect on the teachers as
it reduces time spent on making modifications to lessons. (Johnson-Harris & Mundeschenk,
2014)
When creating an UDL educational program, there are three fundamental guidelines
to follow, this includes multiple means of representation, multiple means of expression and
multiple means of engagement. (Harms, 2012; Rao et.al, 2017) These Guidelines challenges
teachers to think away from the traditional method of teaching and focus on the UDL
standards whilst planning, monitoring and evaluating their lesson plans in order to design a
more thoughtful lesson to address accessibility for diverse student populations. (Haley-Mize
and Reeves, 2013)
Multiple means of representation entails providing, or representing, content of the
lesson in a variety of multisensory formats and through a variety of means. (Haley-Mize and
Reeves, 2013) It is based on the recognition network of the brain and addresses the “what”
of learning. (Lowrey et.al, 2017) By presenting the information in several different ways using
a variety of methods, prompts the students to build their understanding of the content with
reference to their own experiences and contextual knowledge. (Johnson-Harris &
Mundschenk, 2014) In Nick’s case, this will bridge any learning gaps he may have in
comprehending the information relayed by teachers during class. Multiple means of
representation, ensures learners with cognitive difficulties are provided with multiple
platforms of information allowing them to comprehend class activities alongside their
mainstream peers.
The modified year 9 commerce lesson plan employs various strategies to
accommodate multiple means of representation. By commencing the lesson with a
mindfulness exercise gives the students a chance to settle down and focus on the lesson
ahead. Over the years, students’ emotional wellbeing has become an important aspect of
education. (Wyn et.al, 2000) This strategy aims to eliminate any stress, anxiety or
overwhelmingness students may be feeling and creates a positive learning environment. This
will not only help student like Nick’s who experience anxiety as a product of their learning
disability but also helps other students in class who may be struggling with emotional issues.
The use of a video to introduce the theme of the topic to the students is much more engaging
than a verbal description, and highlights real-world relevance for students. (Almeida, Breda,
& Santas, 2016). In addition to the video, the use of visual aids such as graphs, flowcharts,
mind maps and images during the lesson adds a visual context to the topics of discussion
thereby building on visual- spatial abilities of students like Nick and providing them with a
visual reference to supplement their learning. (Károlyi et.al, 2003). It also acts as a point of
reference for other students in the class encouraging them to participate in the class activities
and discussions. Furthermore, by providing online worksheets rather than tradition pen-to
paper tasks gives room for the teacher to further scaffold the task by providing hyperlinks to
key terms which students can then follow to better understand the requirements of the
activity and aid students’ comprehension. (Miller & Lang, 2008) Similarly, the use of captions
during videos also aids comprehension as it provides another means of representation of the
information which is verbally conveyed during the video.
Multiple means of expression entails students demonstrating their knowledge
acquisition in a number of different formats and using several different means. (Haley-Mize
and Reeves, 2013) This principle is based on the strategic networks of the brain and addresses
the “how” of learning. (Lowrey et.al, 2017) It gives students a choice of expression to
demonstrate their understanding of the content, thereby does not academically limit their
responses to a specific method. By focusing on the student’s strengths and capabilities to
complete classroom activities lowers the stress placed on students during execution of the
task. (Johnson-Harris & Mundschenk, 2014; Rao & Torres, 2016) For Nick, written activities
may initiate stress and anxiety as his condition may make this task more challenging for him
than his other mainstream peers. However, utilising multiple means of expression principle
and allowing Nick to represent his understanding via artwork or use of technology will not
only make a significant difference to the outcome of his learning but also to his learning
experience during class.
The adjusted lesson plan provides students with multiple opportunities to express
their understanding of the lesson contents. For the first activity, students are given a choice
of a “written option” or a “artwork option” to complete the task. This gives students with
weaker writing skills to demonstrate their understanding in other ways. This strategy is also
used in a later task where students are required to present their answers in form of mind
maps, charts, graph or table. Giving students an opportunity to direct their own learning
encourages them to view the task from a different perspective and be creative with their
responses and at the same time gives them control over their learning. Having control over
this little aspect can in turn increase their willingness to engage in learning activities and
therefore can result in higher learning outcomes. Multiple means of expression is also
represented in the choice given to students to either hand write or use technology to record
their notes during class. (Miller & Lang, 2008) This also reduces pressure from students who
struggle with writing and comprehension as devices have inbuilt grammar and spelling
correction to assist them.
Multiple means of engagement entails utilising various pedagogies to gain and
maintain student interest, sustaining effort and persistence during a task and providing
opportunities to self-regulate. (Haley-Mize and Reeves, 2013) This principle is based on the
affective networks of the brain and addresses the “why” of learning. (Lowrey et.al, 2017) This
can be achieved by providing students with contents which are relevant and realistic which
enhances significance and value of the activities amongst students and thereby promotes
authentic learning outcomes. (Johnson-Harris & Mundscenk, 2014; Haley-Mize and Reeves,
2013) There are many options within the principle of engagement, however this particular
aspect of UDL requires both teachers and students to work together. Teachers can promote
engagement by using a variety of pedagogical methods and “affective hooks” to lure students
into the topic of study. (Haley-Mize and Reeves, 2013; Johnson-Harris & Mundscenk, 2014)
Providing students with timely feedback also supports engagement as they use this feedback
positively to guide future learning. (Clarke & Pittaway, 2014) For students like Nick, who
struggle with comprehending instructions, this feedback will hold more value as it confirms
their position on the task or activity and thereby removing any doubts they may have
regarding same. This will also help eliminate any stress or anxiety students may feel with
respect to the task as it guides them towards a positive learning outcome. On the other hand,
students can support multiple means of engagement by participating during class with
teachers and peers, setting goals and being actively involved in self-assessment and
reflection. By being actively involved in the classroom environment will allow students to
express their understanding of the contents and allows teachers to assess and or correct their
understanding as per need. (Johnson-Harris & Mundschenk, 2014).
The adjusted lesson incorporates many aspects of multiple means of engagement. It
increasingly utilises collaborative learning as a tool for engagement. Such engagement aids
the learning of the less capable learners in the group as the more capable students in the
groups supplement the gap in their learning with their knowledge. (Shabani et.al, 2010)
Collaborative learning draws upon the social support element within the classroom, creating
an environment that supports learning, where students encourage and support each to
engage in classroom activities and discussions. During the lesson Students are prompted and
encouraged to engage in class discussions which gives the teacher chance to informally assess
the students understanding of the topic and provide further assistance where necessary.
Collaborative learning also prepares students for workplace as they are able to practice four
of the most recognisable “21st century skills” sought by employers, that is, Communication,
collaboration, critical thinking and creativity. (Tobia, 2017) The use of personalised activities
is also an effective strategy as it is closely linked to the students’ daily lives therefore it
intrigues and engages them in the task. (Lewthwaithe et.al, 2015) Teacher also provides
constructive feedback during activities to encourage completion of tasks. These strategies
aim to increase understanding of the task and thereby reduces stress and anxiety students
maybe experiencing with respect to the activities. (Kortering et.al, 2008, Miller & Lang, 2016)
Furthermore, the use of ICT tools such as Kahoot quizzes, online worksheets, videos etc tends
to positively engage studnets and therefore produce better learning outcomes. (Luu and
Freeman, 2011)
Part 2: Lesson Plan

Lesson: Commerce Year 9

Topic: Personal Finance

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

Time Teaching and learning actions Organisation Centred

T/S
2 PRIOR TO ENTERING THE ROOM Resources: T and S
Whiteboard and marker
Teacher instructs students to line up quietly Class roll
outside prior to entering the classroom. Student laptop
Teacher advises once inside the room to sit Notebooks
quietly at their desk and observe silence to Pen
practice mindfulness.

Once inside, the students observe 2 mins of

silence while teacher marks role

Teacher prompts students when 2 mins is over

and requests students to take up their books
pens and devices for the lesson

10 Introductory Activity: Resources: T and S

1. Pick two quotes from the following Plain paper
list and write your opinion on it. Coloured Crayons and markers
“Money talks” Projector
“The best things in life are free” Class roll
“Money is power” Student laptop
“Money makes money” Notebooks
“Money makes the work go around” Pen
“Money is the root of all evil”

2. You can write about your chosen

quotes or draw an artwork
representing same.

Artwork Option:
Make an artwork representing your
chosen quote.

Your artwork can be a poster,

brochure, comic strip. Any other
forms of artwork should be consulted
with your teacher

Writing Options:
 a. Do you Agree or disagree with
your chosen quote?
b. Why do you agree or disagree
with your quote?

10 Introduction to new topic and discussion of Resources: T

responses to introductory activity- New concepts 2nd Ed textbook for reference
Teacher prompts students around the
classroom to share their responses from Video- Helping your teen make spending trade-
introductory activity with class ensuring all offs
students share their response.
Teacher summarising the key concepts from
the class discussion and introduces the new Extracted from:
topic to the class- “Personal Finance”. Teacher https://bettermoneyhabits.bankofamerica.com
incorporates the CCP topic of sustainability. /en/personal-banking/smart-teen-spending
Teacher discusses the current trends in
teenage financial matters.

Students watch a video on Helping your teen

make spending trade-offs giving them an
insight what the topic “personal finance”
means for them. Students to take notes on the
video either handwritten or typed. Students
are provided link to re-watch video if need be.
The video is captioned to aid student
understanding.

Teacher models using projector and instructs S

15 students go to google “young people and Resources:
financial debt” on their devices. Teacher 2008 Report to the National Youth Affairs
directs students to the PDF report from Report Research Scheme (NYARS)
to the National Youth Affairs Research Scheme From:
(NYARS) (2008). Teacher guides students to https://docs.education.gov.au/system/files/doc
specific pages (pg., 19-21) of the report for /other/young_people_1217_years_and_financi
facts and figures and discusses same. Teacher al_debt.pdf
projects graphs from report by NSW whiteboard and whiteboard markers
Department of Fair Trading in the year 2003 Student devices
on the board as visual reference for the notebook
discussions being held. Teacher highlights the pens
main contributing factors to debts amongst
young people.

Activity on the Report to the National Youth

Affairs Research Scheme (NYARS) (2008):
Based on the report the teacher asks students
to answer the following question in pairs and:

1. Complete the Kahoot quiz on the

2008 Report to the National Youth
Affairs Research Scheme (NYARS)

2. Refer to the Table 3.1: Current debt

(mean) by age and sex and
summarise five key information you
have obtained from the table.
 3. In pairs present your answer to
question 2 on the whiteboard using
their own creative method e.g.
charts, graphs, and mind maps.
Tables etc.

Extension task:

Class discussion:
How could your attitude to money could affect
your future?

Teacher looks for responses which reflect real

life consequences. Teacher summarises
student responses in flowchart form on the
board for easy visualisation. Students to take a
snapshot of flowchart uses their devices and
save it as “notes for personal finance”

10 Earning an income Resources: S

Teacher projects Attachment 1 -“Earning an Attachment 1 - Image from New Concepts 2nd
income” image on the board and details the edition book (Chapman and Freak, 2005)
different sources of income. Whiteboard and marker

Teacher removes the image from projector

and starts a mind map on the whiteboard
called “sources of income”. Students are
requested to finish the mind map by coming
out the front one-by-one and adding a branch
of income to the map. Student have to say a
few words regarding the source of income
they are adding to the map.

10 Students to use their devices to complete an Resources: S

online Worksheet on researching types of Online Worksheet on researching types of
income. Teacher allocates Students into mixed income.
ability groups to complete this task. Students Devices
are instructed to use their devices to research Pen
and complete this task. Teacher provides
hyperlinks to key terms of the questions which
links to more information on the website
regarding the question.

3 Lesson Conclusion Resources: T

Notebook
Teacher concludes that learnings of the lesson Pen
and allocates homework to students:

Make a list of income available to you on a

weekly basis.
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