Inclusive Education Principles and Practices:

Assignment 2

Part 1: Introduction

Esha is 12 years old and is beginning his transition from stage 3 to stage 4 of
learning (Appendix 1a). Esha’s mother, Rashmie, describes him as an active boy
who enjoys playing in the park. On Sundays, he also participates in the ‘Rainbow
Group’ which is a swimming club specialised for children with disability. Esha attends
a mainstream gym group; however, his parents find this difficult as they are
responsible for assisting him with all physical activities (i.e. lifting Esha). Although
Esha can write with a pen, it is not very clear, and he prefers to use his iPad to
access learning applications (Appendix 1a). He has been diagnosed with Autism
Spectrum Disorder (Appendix 1a), a developmental condition identified through
“impairments in social reciprocity, communication, flexibility and sensory
processing… [as well as] difficulties with executive function, eating, sleeping, motor
development and emotion regulation” (Mandy et al., 2016, p. 580). Esha is known to
engage in repetitive movements, which according to Fleury et al. (2014), understand
this disorder as an impact to one’s receptive communicative skills that have the
individual unable to “disengage from repetitive… behaviours” (p. 69). The
asportations and priorities expected by Esha’s family in concerns to his school
environment suggest that collaborative learning spaces are most beneficial to his
academic inclusion and understanding (Appendix 1b). His mother suggests that
collaborative activities where his peers aid in teaching Esha alongside the teacher
will promote him to develop communication skills and also to establish positive
relationships within the classroom (Appendix 1b).

Part 2: Supportive and Inclusive Learning Environment

It is essential that educators adopt highly developed teaching pedagogies that

promote supportive and inclusive learning environments. Lessons should hence be
designed to deliver the content in a respectful and meaningful manner which caters
to all level of learners (Swancutt et al., 2020). Adjustments that are not age
appropriate (and do not challenge cognitive functions) will hence be
counterproductive in developing the academic capabilities of students with disability.
Current research shows that quality teaching can be demonstrated through the basis
of instructional design as it is used to enhance the academic performance of
students with disability while maintaining an inclusive environment. This is
accomplished as effective instruction does not discriminate students through low-
level differentiated activities (Arthur-Kelly and Neilands, 2017) and instead works to
establish all levels of learners as equal members of the classroom. Fleury et al.
(2013) suggest that “peer support interventions reduce the students’ reliance on
adult support and provide opportunities for students with ASD to interact with peers
supports social communication difficulties” (p. 73). Teachers can thus promote
collaborative strategies to create inclusive classrooms through social integration
(Conway and Foggett, 2017). It is also fundamental that methods to increase access
to learning be continuously developed as to eliminate any barriers for a student with
Autism Spectrum Disorder. Curriculum analysis conducted by both school staff and
support personnel can thus help to establish an individualised educational program
or plan for Esha. This will allow all lessons to provide appropriate deliverance of the
content as well as prepare for alternate methods of collaborative activities to aid
Esha with his learning.

Part 3: Teaching Plan

To support Esha throughout his transition to stage 4 of learning, it is important that

his lessons be designed through the lenses of functional goals setting. To
accomplish this, educational professionals must establish appropriate outcomes
which are seen through the SMARTER Goal framework (Day, Tosey, 2011). For
example, in a music classroom, his goal will be to demonstrate musical rhythm and
awareness and initiate ideas towards collaborative group ensemble performance by
the end of term 1. When constructing SMARTER Goals for a student with Autism
Spectrum Disorder, an educator is assessing a) the effectiveness of the goal towards
the sustainability of the students learning across all subject areas and b) the
versatility of the teaching strategies in guiding the student to achieve desired
learning outcomes (Brown, Leonard and Arthur-Kelly, 2016) It is evident that this
SMARTER Goal is one which is ‘trackable’ and can “easily see ongoing progress
towards in the final goal level” (p. 623) which is to enhance Esha’s collaborative
and social abilities.

SMARTER Goals coincide with ‘behavioural objectives’ which aim to guide how a
student approaches the learning intention throughout all areas of schooling. Day and
Tosey (2011) suggest that “tutors [should be] encouraged to listen to learners [to
establish] agreements being made with an emphasis on students ‘feeling good’
about the process” (p. 521). If Esha does not find his classroom goals to be
appropriate to his own ideals, then he will feel disengaged from the activities. Day
and Tosey (2011) further discuss the nature of the SMARTER outcomes to have a
goal which challenges the learner’s cognitive abilities; however, it is equally
fundamental that it also encompasses strategies which are realistic. Educators must
monitor the SMARTER Goal as the student progresses throughout the lessons which
can be done using formative assessment as to assess whether any adjustments to
learning strategies or differentiated activities are needed.

To accomplish this SMART Goal, an educator needs to design lessons which

promote Esha’s abilities and interests. This can be done by utilising the three
principles of representation, expression and engagement found within the Universal
Design for Learning (UDL) framework to “include strategies that provide structure,
visual information, and build on special interests to promote learning” (Carrington et
al, 2020, p. 1-2). Constructing lessons using the ideas from the UDL principles can
allow students with disability to access the curriculum through meaningful methods
whilst also creating homogeneous classrooms (Hitchcock et al., 2002).
Contemporary research has found that students diagnosed with Autism Spectrum
Disorder benefit from teacher directed instruction that utilises iPads for visual
learning (El Zein et al, 2015). Esha using an iPad to access most resources within
the lesson is a strategy which “target[s] social, functional, and adaptive skills such as
teaching communication” (p. 198-199). This adjustment to the lesson plan is seen
through the lenses of the UDL framework and can enhance all three principles to
keep Esha from becoming distracted or disengaged from the activities. For example,
accessing instruments through online applications (i.e. drums or keyboard) would
 enable Esha to be exposed to musical ideas through technology (representation),
demonstrate an alternate way of playing the songs (expression) and showcase an
increase in interest towards the lesson by using a resource which he is familiar with
(engagement).

UDL Lesson Plans (Appendix 2)

INDIVIDUAL STUDENT’S STRENGTHS, INTERESTS and NEEDS:

 Student is given specific instruction about each activity at the beginning of the lesson
 Will focus on one subject/object
 Requires an iPad to access learning applications
 Will strictly follow instructions for each activity
 Classwork require student to be active (limit teacher-centred activities)
 Group activities across both lessons consist of the same students who Esha is
familiar with

Lesson 1:
Multiple means of Multiple means of Multiple means of
REPRESENTATION EXPRESSION ENGAGEMENT
(various ways of (alternative ways of (tap into interests, provide
acquiring information and demonstrating what students challenges, increase
knowledge) know) motivation)
Activity 1: Activity 1: Activity 1:
Customising display of Use iPad to take notes Presentation is short which
information on instead of a pen and paper. will allow Esha to
PowerPoint presentation Esha will have the concentrate on the
(larger font and spacing) PowerPoint displayed on his information without getting
and will also offer iPad with enlarged images detracted
handouts.
Presentation will include
Auditory information: YouTube Videos of song
Teacher will have student examples (“Hound Dog”) –
sitting at the front to Esha may be active during
demonstrate chords and these examples
scales (will also provide
notation sheet)

Activity 2: Activity 2: Activity 2:

Images (or speech Esha will play the Major scale To demonstrate creativity,
direction) over the “Hound Dog” encourage Esha to respond
showing/demonstrating backing track or simple rock to the tempo of the music by
step by step how to use drumbeat. Encourage dancing (being active) like
the notation software another student to improvise Elvis Presley does in the
over Esha’s drumming music video
Provide a detailed
notation sheet that clearly
shows which notes to play
on the piano for the
pentatonic scale
Activity 3: Activity 3: Activity 3:
Remediation: Esha Esha plays a 4/4 drum beat Esha will play the notes with
identifies which chords over the chords (played by his peers and have his
are given for the piano either teacher or another classmates demonstrate the
(explicit learning through student) – Esha’s fellow scale to him
other chords: C Major, F peers to provide constructive
Major and G Major). feedback to his playing (e.g.
Visual representation of should he play faster or
which notes are played on slower?)
piano image to be
provided

Lesson 2:
Multiple means of Multiple means of Multiple means of
REPRESENTATION EXPRESSION ENGAGEMENT
(various ways of acquiring (alternative ways of (tap into interests, provide
information and demonstrating what students challenges, increase
knowledge) know) motivation)
Activity 1: Activity 1: Activity 1:
Revisit scale activities from The teacher will play the scale Have students use Kahoot to
previous lesson (ask the slowly to ensure Esha clearly choose answers (Esha can use
student if the scale sound hears the notes. Esha may use his iPad for this activity)
happy or sad?) visual notations as a guide to
follow the notes and determine
Provide visual notations what scale is being played
from previous lessons as a
guide for playing instrument

Activity 2: Activity 2: Activity 2:

Video demonstration of Have Esha’s group play the Esha will choose which
chords and/or notes) will be song in a slower tempo who will instrument he would like to play
provided (this may also be be guided by teacher/mentor (may include downloadable
demonstrated by another providing a beat digital instrument app on iPad
student) such as drums or keyboard)

Group peer review formative

assessment: Esha can receive
feedback from his group
members on how to
improve/what he is doing well
Activity 3: Activity 3: Activity 3:
Make a list/diagram for all Instruct group to “stop and think” Set clear expectations for what
the different aspects of the about the changes they make to learners are going to
template which the the template. Provide students accomplish in this lesson (what
group/Esha can utilise. Also with question sheets that guide they will be able to do) and
providing explicit prompts for their discussion on their ensure/monitor that Esha’s
changes compositions (e.g. how does group is meeting these
changing the time signature requirements
make the song sound?)

Part 4: Create and justify a plan for collaboration and continuity.

The collaboration amongst both education professionals and family members is

essential for implementing effective inclusion strategies as to assist a child with
disability throughout the education transition process (Mann et al, 2020). It is
important that all staff members, who are responsible for Esha’s learning, be
involved in daily communication about how to approach his needs, update his
academic achievements and share information concerning his current outcomes
(Keen, 2007). Hence, there will be proper communication maintained between the
staff and parents to update them of Esha’s progress and also discuss actions to take
in implementing adjustments to current learning strategies. It is essential that schools
ultimately “recognises the interrelatedness of family members and the importance of
acknowledging the needs of all family members” (Keen, 2017, p. 340) as they are
the ones who know the specific needs of their child. A daily/weekly update will
provide data collection on how to best regulate consistent classroom environments
which extend to all Esha’s lessons. In order to successfully maintain positive
transitional actions throughout Esha’s schooling, a plan to support continuity must
also be established. According to Conway (2017), this can be accomplished by
maintaining supportive classroom environments where Esha is able to create his
own learning goals and challenge his academic capabilities. This can be done by
establishing an effective specialised transition plan which will be shared amongst
both the parents and educators nearing Esha’s transition to year 8. His teachers for
the next year will be determined before the end of his first year of high school as to
properly prepare all professional staff for adapting effective pedagogical and learning
strategies.
References

Arthur-Kelly, M., & Neilands, J. (2017). Planning effective teaching strategies. In: P.
Foreman and M. Arthur-Kelly, ed., Inclusion in Action, 5th ed. Cengage AU,
pp.198-236.

Brown, G., Leonard, C., & Arthur-Kelly, M. (2016). Writing SMARTER goals for
professional learning and improving classroom practices. Reflective
Practice, 17(5), 621-635. https://doi.org/10.1080/14623943.2016.1187120

Carrington, S., Saggers, B., Webster, A., Harper-Hill, K., & Nickerson, J.
(2020). What Universal Design for Learning principles, guidelines, and
checkpoints are evident in educators’ descriptions of their practice when
supporting students on the autism spectrum? International Journal of
Educational Research, 102, 101583.
https://doi.org/10.1016/j.ijer.2020.101583

Conway, R. (2017). Accommodating transitions across the years. In: Dole, S.

Carpenter, L. Hyde, M, ed. Diversity, inclusion and engagement, pp. 410-430

Conway, R., & Foggett, J. (2017). Encouraging positive interaction. Foreman, P., &
Arthur-Kelly, M., ed. Inclusion in Action, 5th ed. Cengage AU, pp.198-236

Day, T., & Tosey, P. (2011). Beyond SMART? A new framework for goal
setting. The Curriculum Journal, 22(4), 515-534.
https://doi.org/10.1080/09585176.2011.627213

El Zein, F., Gevarter, C., Bryant, B., Son, S., Bryant, D., Kim, M., & Solis, M.
(2015). A Comparison between iPad-Assisted and Teacher-Directed
Reading Instruction for Students with Autism Spectrum Disorder
(ASD). Journal of Developmental and Physical Disabilities, 28(2), 195-
215. https://doi.org/10.1007/s10882-015-9458-9

Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin,
K., . . . Vaughn, S. (2014). Addressing the Academic Needs of
Adolescents with Autism Spectrum Disorder in Secondary
Education. Remedial and Special Education, 35(2), 68-79.
https://doi.org/10.1177/0741932513518823

Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to
the general curriculum: Universal design for learning. Teaching exceptional
children, 35(2), 8-17. https://doi.org/10.1177/004005990203500201

Keen, D. (2007). Parents, Families, and Partnerships: Issues and

considerations. International Journal of Disability, Development, and
Education, 54(3), 339-349. https://doi.org/10.1080/10349120701488855

Mandy, W., Murin, M., Baykaner, O., Staunton, S., Cobb, R., Hellriegel, J., . . .
Skuse, David. (2015). Easing the transition to secondary education for
children with autism spectrum disorder: An evaluation of the Systemic
 Transition in Education Programme for Autism Spectrum Disorder
(STEP-ASD). Autism: The International Journal of Research and
Practice, 20(5), 580-590. https://doi.org/10.1177/1362361315598892

Mann, G., Hodge, N., Runswick-Cole, K., Gilmore, L., Mavropoulou, S., & Fleming,
K. (2020). Developing productive partnerships with parents and carers. In:
Graham, L. J, ed. Inclusive Education for the 21st Century: Theory, Policy
and Practice, pp. 336-357.

Swancutt, L., Medhurst, M., Poed, S., & Walker, P. (2020). Making adjustments to
curriculum, pedagogy and assessment. In: Graham, L. J, ed. Inclusive
Education for the 21st Century: Theory, Policy and Practice, pp. 208-243.