102084 Inclusive Education Case Study

Universal Design for Learning, in practise

This essay is a case study on the inclusion of a student with a disability in the classroom

by utilising the Universal Design for Learning (Mace, 1998; Zeff 2007). The student chosen for

this case study is a Year 12 student who was diagnosed Attention-deficit/hyperactivity

disorder (ADHD) in Year 10. This student will be referred to as ‘Alex’, who I met during my Pre-

Service Teacher Practical Experience. The student is a male, has a stable domestic situation,

lives in a working-class neighbourhood in Western Sydney with both his parents and attends

the local High School. Alex has a younger sibling in primary school, a concerned and involved

work-from-home mother who is in frequent contact with the principle and teachers regarding

her son, and a working father. This student was placed on the Life Skills program for certain

subjects, beginning Year 11, and displays behavioural issues in class. This essay will present

an argument for the relevance and necessity of a concept such as Universal Design for

Learning in mainstream schools.

Universal Design for Learning originated from the concept of Universal Design, which

is the idea of designing products and the built environment with the purpose of being

accessible and utilised by as many people as possible by considering the diverse needs and

abilities of people in our community and society, without requiring adaptations or

modifications (Loreman, Deppler & Harvey, 2011; Mace, 1998; Zeff, 2007). This is because

Universal Design and its 7 Principles were developed by a team of researchers who were

architects, product designers, engineers and environmental designers, led by Professor

Ronald Mace of the North Carolina State University in the USA (Zeff 2007; NC State University,

2008; Mace 1998). Universal Design could be the key to future inclusive classrooms across all

mainstream schools, as it aims to create a design or environment that has a foundational goal

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of ensuring that no ‘exclusion’ exists, therefore no/very minimal modification or adaptions

are required. This is demonstrated by dismantling the barriers of alienation and discrimination

before embarking on the initial design process. Universal Design aims to ensure that the

foundation and integrity of its design does not require adjustments or adaptions to be made

to meet the needs of specific people, as the design itself does not eliminate or alienate based

on ability, disability, age, and/or gender (Zeff 2007; Mace 1998; NDA, 2014).

Universal Design for Learning is a neuroscience-based concept consisting of 3 guiding

principles. “Principle I: Provide Multiple Means of Representation, Principle II: Provide

Multiple Means of Action and Expression, Principle III: Provide Multiple Means of

Engagement” (CAST, 2018; Loreman, Deppler & Harvey, 2011, p. 140). To NSW teachers and

pre-service teachers, these principles are straightforward and familiar as they also appear in

the Australian Professional Standards for Teachers and Quality Teaching Framework (AITSL,

2011; Ladwig & Gore, 2009). For example, Principle I is evident in Standards 1.2, 1.5, 1.6, 2.2,

2.6, and 3.4 of the Australian Professional Standards for Teachers (CAST, 2018; AITSL, 2011).

To implement Principle I of the Universal Design for Learning in the classroom, teachers must

know their students and how they learn (Standard 1.2), demonstrate differentiation of lessons

and activities to meet specific learning needs of students with a disability or additional needs

(Standard 1.5), demonstrate knowledge of strategies to support the ‘full participation’ and

engagement of students with a disability in their classroom (Standard 1.6), organise and utilise

appropriate and effective content for teaching and learning (2.2), use ICT to differentiate

learning (Standard 2.6), and demonstrate knowledge of various resources to assist teaching

and learning in the classroom (Standard 3.4) (CAST, 2018; AITSL, 2011).

This case study essay asserts that Universal Design for Learning is an effective tool for

teaching and learning in a classroom with students who have a disability/special needs. This

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will be demonstrated using Alex as a model subject. The previous assignment discussed the

transition of Australian policy and perspective from ‘integration’ to ‘inclusion’ and argued that

inclusion is not about equality but rather, equity. Integration, a term which precedes

inclusion, adds pressure and responsibility on the student to be ‘normalised’ or adapt to the

school or host environment, whereas inclusion dictates that it is the responsibility of the

school or host environment to adapt to cater for the student and their needs (Lindsay, 2007).

Australian educators and policy makers recognised that they needed to look beyond the

damaging practises of integration and strive for an inclusive environment with equitable

opportunity for all students to learn. Similarly, this case study will apply the perspectives of

inclusion and equity in relation to Alex, using a strengths-based approach. Following this, a

lesson outline will be restructured to suit students like Alex, using a Universal Design for

Learning framework to demonstrate the efficiency of Universal Design in classroom practise

as the future of Inclusive Education.

Alex was placed on the Life Skills program for certain subjects commencing Year 11,

including English. Loreman, Deppler, and Harvey (2011, p.139) suggest that although ‘not

perfect’, Life Skills is an attempt by NSW Board of Education at a universal design for learning.

The Life Skills program is aimed to be delivered ‘as is’, without requiring further modifications

or adaptions and is a mandated part of the syllabus (NSW Board of Studies, 2008; Loreman,

Deppler, and Harvey, 2011). However, in practise the Life Skills program is not an example of

a universal design for learning, and it is certainly not ‘inclusive’. For example, in the newly

revised NESA (2017) Stage 6 Standard English syllabus, Outcome 1 of Objective A states

“EN12-1 independently responds to and composes complex texts for understanding,

interpretation, critical analysis, imaginative expression and pleasure”; whereas the Life Skills

related outcomes are “ENLS6-1 communicates in a range of everyday contexts for familiar

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audiences and purposes, ENLS6-2 reads, views and responds to texts in familiar contexts, and

ENLS6-3 comprehends and responds to a range of texts in familiar and unfamiliar contexts.”

(NESA, 2017). The Life Skills related outcome for EN12-1 1. does not explicitly assert that the

student achieves the outcome ‘independently’; 2. it suggests that students mainly engage

with texts “familiar” to them and their environment instead of having the opportunity to

respond and compose “complex texts” for “imaginative expression and pleasure”; 3. students

are not perceived as capable of and not encouraged to respond and compose texts that

demonstrate critical analysis skills; 4. most importantly, students are not encouraged to

“compose” texts, students are not seen as capable and thus not supported in this related

outcome to be able to compose texts the same as all other Stage 6 courses (NESA, 2017). In

summary, the related Life Skills outcome for EN12-1 is a watered down, ‘add on’ adaption of

the mainstream syllabus for Stage 6 English which performs poorly at including students in a

mainstream classroom, and it most definitely cannot be considered a Universal Design.

Alex often voiced the same concerns. Alex was consistently disengaged in class,

misbehaved and distracted both himself and others from the teaching and learning process.

Alex exhibited these behaviours in class as he felt alienated from the rest of his peers, believed

that he was not capable of achieving the same goals as his peers, and struggled to grasp high-

order thinking activities. As a result, Alex was disengaged from the learning and content. This

behaviour from Alex is not uncommon to persons diagnosed with ADHD, ADHD interferes with

the pre-frontal cortex of the brain which is responsible for executive function such as high-

order thinking, rationalisation, logic and decision making; thus, Alex is unable to self-regulate,

struggles with working memory and achieving educational goals (Arnett, 2015; Rief, 2016;

Baddeley, 2007; Anderson & Krathwohl, 2010). During a conversation in an after-class

detention between Alex and his classroom teacher, I observed Alex confess that he did not

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know the specific reasons for his misbehaviour, he also confessed that he did not understand

the content as he was not ‘meant to’, he was ‘dumb’ and thus was placed on Life Skills, he

ended the conversation by convincing himself that he would not try as there was ‘no point’,

he had ADHD and ‘that was that’. I observed Alex’s classroom teacher struggle during this

interaction and speak to other classroom teachers who taught Alex about whether he

demonstrates the same perception of Life Skills in other subjects. I do not know what occurred

after the classroom teacher spoke to other teachers, and if any action was taken.

Alex is a student who prefers visual instruction, using technology in class, and often

requires a few minutes to himself as ‘quite time’ if he feels overwhelmed. Dr Stern suggests

that colourful pictures, illustrations, charts, diagrams, MP4 material, and other visuals are

very effective in the classroom for students with ADHD (as cited in Low, 2018). This is due to

students with ADHD struggling with reading and written expression (Ried, 2010). Thus, Alex

will highly benefit from being provided with ‘multiple means of representation’ and ‘multiple

means of expression’ in the classroom using visuals (CAST, 2018). For example, in an English

class studying camera shots and angles, students can be given a sheet with diagrams depicting

camera shots and angles instead of a written document of definitions, this will provide Alex

with ‘multiple means of representation’. Additionally, in an English class end of term

assessment on film-study, the assessment can be differentiated so that students create an

MP3 or MP4 file to submit, this provides Alex with ‘multiple means of expression’ as he excels

when provided with visual material and during spoken conversation as opposed to writing.

Alex is more engaged and ‘on-task’ when lessons involve using ICT. The use of a laptop

or computer during classroom teaching and learning improves ‘active engagement’, ‘on-task

behaviour’, ‘attention’, ‘oral reading fluency’ and ‘writing’ of students with ADHD (Bolic,

Lidstrom, Thelin, Kjellberg, & Hemmingsson, 2013). Alex would greatly benefit from activities

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in the classroom using ICT such as online quizzes and games, e.g. Quizlet.com which is a great

classroom tool. Instead of providing written short tests or quizzes, this website can be used

to do revision of work and reinforce learning in a creative way that Alex will willingly engage

in. ICT use in class will also benefit all other students, as students prefer and perform better

when using ICT in the classroom (Bolic, Lidstrom, Thelin, Kjellberg, & Hemmingsson, 2013).

This meets the ‘multiple means of action and expression’ and ‘multiple means of engagement’

(CAST, 2018). Meditation time can also be effectively implemented in the classroom for

situations where students such as Alex feel overwhelmed or simply require a break. A ‘break

corner’, possibly a bean bag and blanket, can be designated in the classroom for Alex and any

other student to utilise when they require a ‘time out’ from work or a quiet break situated

away from other students. Meditation is an effective tool not just for students diagnosed with

ADHD, but also to settle the class and build a ‘ready to work’ mind set. Students who are in

the right frame of mind to learn are more engaged and retain more knowledge (De Nobile,

Lyons, Arthur-Kelly, 2017). Lessons can begin and end with 3-5mins ‘silent’ meditation time

for students, this allows students to be settled and enter a ‘ready to learn’ mindset before

teaching and learning begins and provides reflection time for students at the end of class.

Ramsburg & Youmans (2013) suggest that meditation is an effective tool not just for students

diagnosed with ADHD, but for all students.

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Multiple means of representation

Multiple means of expression
Multiple means of engagement

Lesson 1: ‘May your pen grace your page’ – Luka Lesson.

Class: Standard English Year 12.
Time: 60mins

Teacher:
To facilitate activities in a way that students feel comfortable approaching the new text.
To work side-by-side with students to assist them in deconstructing the poem.
To have the groundwork in place for students to create their own written piece in the
following lesson.

Syllabus Outcomes for students

Outcome:
A student
› thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to
and compose texts that include considered and detailed information, ideas and arguments
EN12-5.
Content (dot points for lesson):
Students -
1. Engage personally with texts:
a. appreciate the value of thinking about texts in different ways.
2. Understand and apply knowledge of language forms and features:
a. assess the effects of rhetorical devices, for example emphasis, emotive
language and imagery in the construction of argument (ACEEN025).

Materials:
Word document copy of poem (to be printed for students).
Word document with discussion questions for group activity.
See-think-wonder template (to be printed for students).
Student laptop devices.

Procedures
Time Organization Teaching/learning activities

indiv
/(indiv/whole
class/groups

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Introduction: Teacher greets students as they enter classroom. Teacher outlines the
4mins Teacher led lesson’s outline and Learning Intentions/Success Criteria after students settle
into their seats:

Today’s outline:
1. First glance - read printed copy of poem and fill See-Think-Wonder
template as directed at varying intervals of lesson.
2. Recap of ‘what is a poem?’ and poetic techniques.
3. Group task to answer discussion questions provided.
4. Watch short YouTube clip.
5. Class deconstruction of poem.

Learning Intentions: Engage with a text in varying formats to appreciate its

value. Assess and evaluate the use of language forms and features
individually, in groups and with teacher assistance.
Success Criteria: fill See-Think-Wonder template. Engage in recap of poetic
techniques, displaying sound understanding of the application of language
forms and features in texts. Participate with peers, respectfully, in group
discussion to share ideas and work collaboratively to deconstruct text.
Students are given printed copies of Luka Lesson’s poem ‘May Your Pen
6mins First glance at Grace The Page’ and a See-Think-Wonder template to fill as the lesson
poem: progresses.
Individual Students asked to independently read the poem and fill the ‘See’ section of
the STW template.

Students log onto their laptops and access their Google Classroom. Here,
10mins What is a they click on the Quizlet link to refresh their Poetic Techniques knowledge.
poem? https://quizlet.com/11648036/poetry-techniques-flash-cards/
Teacher led
Students are informed that Luka Lesson’s poem is a performed poem.
However, they will study both the performed and written version today.

Students are instructed to form groups of 3-4, those unable to find a group
Discussion: will be allocated one by the teacher.
15min Group task
s Teacher opens word document with discussion questions on Projector
Screen/SMART board. Students are asked to answer the questions in their
groups and discuss their thoughts with each other, respectfully.
Teacher observes group work and guides struggling groups.

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5mins Watch video: Students return to their desks and are asked to click on the YouTube link
Individual provided and watch the video
https://www.youtube.com/watch?v=3P2mm8Ox9Ng Luka Lesson. (2011).
‘May Your Pen Grace The Page’.
Students are asked to fill the ‘Think’ section of the STW template.

15min Deconstruction:Teacher and students deconstruct the poem as a class (printed version
s Class provided at beginning of lesson), to identify and discuss the connection
between language and meaning in the poem:
 Language: literary devices and figurative language e.g.
personification, imagery, repetition.
 Meaning: a. Lesson’s utilizes personification to breathe life into his
pen, to evoke emotion and persuade the reader to build an
emotional connection with their ‘pen’; b. Lesson’s utilizes repetition
to provide emphasis on the ‘main message’ of his poem, ‘May your
pen grace the page’, coercing readers to become writers.

5mins Conclusion Teacher invites all students to pack up and participate in 3mins mindful
meditation.
Teacher and students together perform 3mins of mindful meditation to
reflect on the lesson and have some ‘quiet time’ before the bell and
transition to next class.

Homework Students are asked to fill the ‘Wonder’ section of the STW
template with approximately 50-100 words.

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Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.

Bolic, V., Lidströ m, H., Thelin, N., Kjellberg, A., Hemmingsson, H. (2013). Computer use in

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CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

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