Student profile

Name: Peter

Age: 16

Year: 10

Learning difficulty: Autism Spectrum Disorder

During different classes Peter has shown to have a high success with activities that

involve him using his creativity and a hands on approach. He excels through visual

learning, with YouTube and other ICT approaches allowing a greater engagement

with his work. Peter also loves to be outside and has shown a increased learning

ability when classes are taken outside. Although he works well on his own and in

pairs with another additional needs student Tim, Peter lacks social skills and needs to

become more engaged with group and class activities. When Peter gets placed into

group work he becomes shut off from the group and becomes easily distracted and

goes off task.

(Student has been observed in multiple classroom environments over an 8week period

and assessment has been collated with multiple teachers. Name, age and Year have

been changed to protect the students identity.)

Justification

With more importance of inclusivity being placed on learning within the classrooms,

teachers have become under more and more pressure to cerate a learning environment

that includes activities that are accessible and have the ability to engage and cater for

all students in their classroom (Mittler, 2012). Often these activities need to assessed
and modified to cater for students with additional needs. When creating lessons aimed

to target all learners in the classroom, the principles of the Universal Design for

Learning (UDL) framework are implemented to ensure each learners needs are met

with each activity during the class (Loreman, Harvey & Deppler, 2011). The three

principles that underpin the framework that this essay will look at include; multiple

means of representation, expression and engagement. This following essay will

display ways in which flexibility and accessibility can enhance the learning of every

student in the class through the modification of a year 8 PDHPE theoretical class with

focus on a case study of an addition needs student named Peter who has been

diagnosed with Autism Spectrum Disorder (ASD).

Flexibility in the classroom is a key teaching characteristic that is important in

ensuring an inclusive environment (Yoo, Schallert, & Svinicki, 2015). The UDL

framework is a flexible approach to teaching that incorporates the needs of each and

every learner in the classroom. The UDL framework is based upon three main

principles, these principles include, multiple means of representation, multiple means

of expression and multiple means of engagement. These three principles when put

into practice create a teaching environment that moves away from a teacher centred

learning environment and targets a student centred space that gives the students every

opportunity to better their education and understand the content being taught

(Loreman, Harvey & Deppler, 2011). Effective teachers are seen to personalise their

lessons towards what works best for their students. They are able to get their students

engaged in class activities through a range of techniques and allow students to

produce their personal bests (Department of education and training, 2009).

The lesson plan (Appendix 1) that is being modified is a year10 class looking at the

motivators and barriers to physical activity and fitness. The lesson has been created

for a class that doesnt include any students with additional needs. The lesson has also

been created for class at a school that has access to a variety of technological devices.

The lesson tries to build on students prior knowledge and aims to be student centred

where possible.

The first principle that underpins the UDL framework is the multiple means of

representation. This principle focuses on the What of teaching. This looks at what

content is read by the class and how it is being presented, whether its through

textbooks, videos, power-point presentations or any other form of delivering content

to students. (Loreman, Harvey & Deppler, 2011). This is an important part of the

teaching process as the development of a lesson must provide a variety of ways to

teach students and allow them to connect with the content and how its being

projected to them. CAST (2011) explains this first principle through the perception of

what the learner sees when given content. What one student may look at and

comprehend, another may become confused and unable to read what is given, this

includes the language used by the teacher.

With this principle in mind when modifying a lesson plan to allow for Peters

additional needs, the lesson has incorporated a more visual approach to delivery.

Specific examples is the incorporation visual aids when looking back on previous

lessons, the addition of online resources that Peter and the rest of his class can access

on his ICT device to give a visual representation of understanding by learning what he

needs to look for with the mind mapping task. With the task later asking students
moving into groups, where Peter has shown restraints to completing work, he can then

have more confidence in sharing his work with the group members and including his

own input because he knows what he has done is correct.

The second principle of that underpins the UDL framework is the multiple means of

expression. CAST (2011) explains this principle as the physical actions of the class.

This targets the How students are to complete the work and how they can interact or

navigate the tools that they are given to complete the work. An example of this is a

textbook, students are only able to turn the pages and read off the page. If a computer

is given to the students, with access to the internet, the tool they are given then opens

up a variety of different ways to navigate their way to completing the task. Souter

(2009) discusses the use of ICT within the classroom to effectively create

differentiation in the classroom. With the 21st century learner very much engulfed

with technology in their everyday life, it would be a detriment to not bring that ICT

knowledge into the classroom.

When taking the UDL framework and modifying the lesson plan, the second

principle can be seen with the inclusion of laptops for all students in the main activity

for the class. This allows each student to manipulate the resources in their own way

and to find and learn information in a way that appeals to them. If only one student

had access to the computer, the other students will be left at a disadvantage. Another

key modification in the main activity of the lesson is the addition of pictures or

animations that portray the scenarios given for the task. This differentiation allows for
each student to create an understanding of the scenario. For Peter specifically, the

addition of his own laptop can allow him to use his strengths in creativity and ICT to

increase his engagement and contribution to the groups final production.

The third and final principle that underpins the UDL framework is the multiple means

of engagement or the Why of learning. This principle involves differentiating the

learning experience to associate the activities with the interests of the students to

promote engagement and the want to learn. Although no single activity will appeal to

every student as some will find group work and discovery learning very engaging

whilst some students are terrified by this. This then becomes the teachers

responsibility to create activities that encourage and allow students to complete the

activity in their own way (CAST, 2011)

Cole, Waldron & Majd (2004) talk about the positive social outcomes for students

with additional needs when placed in inclusive environments. With the modification

of placing Peter in a group with his friend Tim, it allows Peter to feel more

confortable in completing his work and contributing to the group. This not only

positively affects Peters understanding and engagement in the classroom but builds

upon his social skills with his peers.

Furthermore the modification of different YouTube videos to present information can

create an engaging learning experience for the students who are often exposed to

YouTube videos in their everyday life.

In conclusion the use of the UDL framework classrooms can become an environment

free from disadvantages and discrimination and allow each and every student to grow

and reach their full potentials. Loreman (2007) explains that teachers previously felt

inadequate of implementing the UDL framework into the classroom but with training

and an increased learning of the framework, it can be implemented into any classroom

environment. With the development of this research, it is a hope that classrooms

around the world can become a place for students to thrive.

 Appendix 1 - Lesson plan adjustments

Time Teaching and learning actions Organisation Centred

T/S
0-5 - Teacher arrives and invites the students into the classroom. Teacher: lets students into the classroom T
and instructs them to take a seat and get
- After the teacher marks the roll the teach will explain the that the lesson will be their books and pens out of their bags.
continuing to look at the option Fitness choices and focusing on the general Teach marks role and talks about what the
area question of What influences peoples choice of fitness activities? students will be looking at in todays lesson.
specifically the dot point motivators and barriers to participation
Student: Enter the room and find a seat
UDL quickly, taking out books and pens ready to
To help students who have trouble remembering back to their last class, provide a begin the lesson.
power point or visual representation of what they did to help refresh the students
memories and give them a better understanding of what this class flows on from. Resources: Roll, Pens
Different forms of representation.

5 - 15 Mind mapping Teacher: Explains to the students that they T/S

- Students will Mind map the following key words will be creating a mind map from the key.
o Barriers The teacher writes these key words on the
o Motivators white board spread apart so there is plenty
o Fitness Barriers of room between each. The teacher will
o Fitness motivators explain that the first part, the students are
o Influences to complete on their own. After a couple of
minutes walk around the room and put each
- By mind mapping the keywords, the students gain an understanding of what they will student into a group. Have the students
be looking at throughout the lesson and have the ability to complete to task. move about so that the group is close
together. Next the teacher will ask the
- After 5 minutes, the teacher will divide the students into 5 groups. The students will groups to collaborate their answers and add
then compare their mind maps and add other students ideas to help their any key ideas that they had not previously
understanding. written on their mind map.
 - Each group will be given one of the key words and a scribe is to write the groups results Walk around and give each group 1 key
up on the white board at the front to create large mind map on the board for everyone word for them to write their answers on the
to gather each other ideas. board. When the students have finished, go
through each of the answers and ask the
UDL class which ideas they think were the most
Additions of links to videos or websites that help create the students understanding of important from each key word. Ensure all
what the task involves. Often students are given a task that they will then show to a students add these to their mind maps.
group and are worried they wont be correct so they avoid that situation by not
completing the work. By having the resources there they will know theyre on the right
track and will have more confidence in-group engagements. Student: Complete the task that are asked
of the by the teacher. Work individually and
then within the group to collaborate
answers. Write down any other ideas that
the other have come up with and contribute
to the group when writing on the board.

Resources: White board, 5 x White board

markers

15 - A Quick YouTube to give the students an idea of barriers that people face when deciding Teacher: Explain that in the next activity the T
20 to do physical activity. The YouTube is to be played on the electronic white for everyone students will be looking at scenarios of
to see. people who have barriers to prevent them
from performing physical activity. Explain
https://www.youtube.com/watch?v=RpfHg6Que7E that the YouTube will give them a quick idea
of some of the problems that they will have
Students are to watch the video to get an understanding for the next activity. to overcome for their scenarios.

Whilst the video is playing walk around and hand out 1 laptop to each group. After beginning the video, hand out 1 laptop
to each student and ensure they do not
UDL touch until you instruct them to.
- Different YouTube to the ones that were given to the students from the previous
activity. This promotes engagement and creates a connection from what the
students came up and what they could have added. Student: Sit quietly and watch the YouTube.

- Give students access to the link so they can access the videos on their own devices. Resources: Computer, electronic
Students with sight problems can now can a closer look at the video and have a whiteboard, Wifi, YouTube.
better chance of understanding what the video is about.
20 - Scenarios Teacher: Hand out 1 scenario per group. T/S
55 Explain to the groups that they will be
- After watching the video, each group will be given a different scenario. The 5 scenarios discussing their groups scenario and noting
are as follows: down answers to each of the questions.
Students may use Google to research any
Gary is an overweight, 35year old male who works from 7am to 6pm in an office job questions that they may have.
in the city. Garys work place has fast food restaurants within 5 minutes walking and
he often visits them for lunch, and dinner on the way home from work. Gary gets Before they begin, ask the students to
home from work and says he is too tired to work out. choose one person to sign in to their Weebly
account in order to collate all their answers.
Shannon is a 28year old female who is a fulltime mother of 2 who has begun to
experience health problems due to her lack of physical activity and poor sleeping Explain that the students are to create a
patterns. Shannons doctor has explained that she needs to increase her physical Weebly page around their individual in the
activity but Shannon refuses to as she says she has to look after her children. scenario.

Tim is a 19year old male from a rural and remote area in Australia. Tim works in a After 15-20 minutes get the students to
service station and doesnt move around very much during his time at work. Tim is finish up their pages and prepare to present.
also an avid video game player and spends the majority of his time away from work Chose 1 group at a time and have them
playing online games because there isnt much else to do. explain their scenario and answers to the
questions.
Simon is an elderly male living on his own in a low socio economic level area of
Sydney. Simon has been experiencing pains in his joints but says hes too old to go Ask feedback questions or see if the class
for walks. has any questions after each presentation.

Karen is a severely overweight 16year old female whos parents are also obese. Student: Read the scenario as a group and
Karens mother has type 2 diabetes and doctors are very worried Karen will follow work towards creating a Weebly page. Use
down the same path. Karens family often eats fast food and deep frys many of teamwork skills to sort the work between
their meals. She enjoys cooking with her mother and the only physical activity she the group and ensure each student is
does is during her PDHPE class. inclusive to the answers. Present the Weebly
to the class
Within the groups the students will have 15 minutes to outline:
1. The Health problems that each individual may be experiencing Resources: 5 laptops, Wifi, Electronic
2. The barriers that may be stopping them from performing physical activity whiteboard, the 5 scenarios on paper.
3. The motivators that you will implement to increase their motivation
4. Programs/facilities that you can implement to help increase physical activity for More laptops/IPads/ICT devices.
other individuals that may be in the same situation that these individuals are
experiencing.

- Students will be given 1 laptop per group and are asked to log onto a Weebly account
and create a Weebly page for their scenario (learnt in previous lessons).

- When the students have finished putting their information into their Weebly page
they are to create the URL and the teacher will access the Weebly site on the
electronic white board.

- Students will then present their work in front of the class with their page up on the
electronic white board. Each presentation should take 2 or 3 minutes.

UDL
- Implement more laptops or ICT devices within the groups to allow more students to
access online resources. By doing this it allows every student to have the ability to
find information and add their results to the group work.

- Have the scenarios displayed as an image or through a video. Include images that
are associated with the barriers and motivator faced by each scenario

- Structure the class so that student with additional needs can be placed into groups
with people that they feel comfortable in. Also add structured roles within the
group, by giving everyone a purpose, students know what role they need to play
and can focus specifically on that role within the group.

- In terms of presenting the information, give the students the ability to produce their
work in different forms, rather than presenting in front of the class. A modification
could be the use of groups videoing parts of their work to present to the class. This
allows students who struggle in social situations to have to ability to present their
work to the class by talking in front of a camera rather than 25 students.
 Reference list

Department of education and training,. (2009). Effective teaching (pp. 2-3). Perth: Department

of education and training.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Retrieved from: http://www.udlcenter.org/aboutudl/whatisudl/3principles

Cole, C.M., Waldron, N., & Majd, M. (2004). Academic programs of students across inclusive

and traditional settings. Mental Retardation, 42(2), 136-144.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in

the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin

Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from "why?" to

"how?". International Journal of Whole Schooling, 3(2), 22-38.

Mittler, P. (2012). Working towards inclusive education (1st ed., pp. 1-13). [Place of publication

not identified]: Routledge.

Souter, J. (2009). Universal Design for Learning An Approach to Maximise Learning for All

Students. Retrieved

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

Yoo, J., Schallert, D., & Svinicki, M. (2015). The Meaning of Flexibility in Teaching: Views

from College Students and Exemplary College Instructors. Journal On Excellence In

College Teaching, 26(3), 191-217. Retrieved from https://eric.ed.gov/?id=EJ1071485