Inclusive Education 102084 Assessment Two Case Study

By Rachel Foster 17439190

Part A: Case Study

Tom is a seventeen-year-old student in year eleven undertaking the Life Skills

Modern History program, Tom was diagnosed with a mild intellectual disability
during his junior years in high school. For his High School Certificate courses
Tom and his family along with consultation from school decided that it was in
Tom’s best interests to undertake the Life Skills Modern History Course. Mild
Intellectual Disabilities (MID) are characterized by limitations in two or more
areas such as communication, social skills and self care; the areas in which Tom
finds difficulty are demonstrated through a short attention span and
distractibility (Bouck, E & Gauri, J, 2012, pg.139). Tom’s disability becomes
apparent when having to construct long winded written responses and finds
difficulty in sitting exams. Tom becomes irritable when he has to stay in one
place for extended periods of time and becomes distracted and bored quite
easily. Tom has a passion for history and enjoys learning about the people and
places that have shaped the past and the future. Tom enjoys displaying his
understanding through visual forms of expression and oral presentations versus
written essays or responses.

Tom also willingly questions what he is learning and why he is learning it and
finds calmness is having justification. Tim also enjoys videos, films and
documentaries. He loves working independently but also loves sharing his works
within a group. Tom also loves to feel helpful and will often ask to do certain
tasks like set up the projector or set up the film/video. He is hands on with his
learning and enjoys having a sense of responsibility within the classroom, taking
a leadership role. “Inclusive education is about how school are developed and
designed, including classrooms, programmes and activities so that all students
learn and participate together” (The Australian Government Department of
Education and Training, 2005, pg., 2). In order to meet Tom’s needs
modifications have been made to the lesson plan below so that Tom is supported
to learn, contribute and participate in all aspects of school (The Australian
Government Department of Education and Training, 2005, pg.4).

It is important to note that all school have a ‘responsibility to enhance learning

outcomes and the wellbeing of all students, children are entitled to quality
learning experiences and should feel included in an environment of high
expectation and are enabled to learn’ (The Australian Government Department
of Education and Training, 2005, pg.4). Therefore to meet Tom’s personal
learning needs attention has been given to his unique set of needs and abilities to
ensure quality learning and support his additional learning needs through the
guidance of the Universal Design for Learning standards (The Three Principles
National Centre of Universal Design for Learning, 2018). Moreover it is through
the personal support of inclusive education and practice that teachers can more
readily adapt the learning environment for the diverse needs of students such as
Tom using a variety of approaches and teaching strategies such as the
incorporation of technology and Universal Design for Learning (The Three
Principles National Centre of Universal Design for Learning, 2018).

The lesson plan designed below follows Universal Design for Learning guidelines
and incorporates modes of interactivity through technology. ‘Universal Design
for Learning is an approach to teaching that is constructed through a proactive
design and use of inclusive strategies that benefit a broad range of learners,
including students with disabilities’ (Edyburn, D, 2010)(King-Sears, M., Swanson,
C., & Mainzer, L. 2011). For Tom MID presents itself through various avenues
restricting him from achieving therefore in order to maximize his learning
experience the lesson plan below is an example of how universal design for
learning can be implemented. The lesson is from the Modern History Syllabus
and focuses on the topic The World at the Beginning of the Twentieth Century
(Modern History Syllabus, ARC, 2018), which is core study area mandatory for all
students. At the very beginning of the lesson students are directed to choose
their method of note taking through either a device or their books. Providing this
choice to students allows Tom the opportunity to have a sense of autonomy over
his learning, as we already know he enjoys independence. Furthermore this is
one example of providing multiples means of expression (The Three Principles
National Centre of Universal Design for Learning, 2018). The first learning
activity of the lesson requires students to listen and note take from a powerpoint
slide. At this point printed out copies of the powerpoint slides are handed out to
students for those who wish to work from a hard copy and make notes that way
or they may choose to continue working on their devices. Not only does this
allow the teacher to give Tom a role within the classroom such as handing out
the powerpoint but also allows him to control how he chooses to participate and
engage with the lesson activity (King-Sears, M., Swanson, C., & Mainzer, L.
2011).Therefore providing both multiple means of engagement but also multiple
means of representation (The Three Principles National Centre of Universal
Design for Learning, 2018).

The use of technology within the lesson create an accessible learning avenue not
only for Tom but for all students, providing them with the option to use a device
enables them manipulate how they take in the information provided such as
making additional notes on the powerpoint slide. Reducing the information into
smaller chunks but also allows them to enhance the size of the powerpoint
providing better sight conditions (The Three Principles National Centre of
Universal Design for Learning, 2018)(King-Sears, M., Swanson, C., & Mainzer, L.
2011). Providing student with these opportunities of differentiated instruction
creates multiple means of student response and engagement within the
classroom maximizing the learning experience for not only Tom but also all
students (The Three Principles National Centre of Universal Design for Learning,
2018). The next learning task requires students to complete a worksheet using
some key terms and ideas for the unit of work The World at the Beginning of the
Twentieth Century. The worksheet has been modified to include images that link
to each of the key terms or ideas so that it is easier for students to make the link
between the concept and the given definition; providing multiple means of
representation. But also the worksheet is available to student in both a handout
copy and a digital copy, which again provides student with multiple means of
engagement but also provides Tom with the opportunity to break down the task
into smaller sections viewing one concept at a time or using his device to help
him research the required information without being singled out, as the option
for device use was given to all students (The Three Principles National Centre of
Universal Design for Learning, 2018)(Mcguire, J., Scott, S., & Shaw, S. 2006).

In addition it is important that at the beginning of the lesson the teacher writes
the learning outcome on the whiteboard so that not only does it provide Tom
with the justification for learning that he requires but also provides direction for
the lesson for all students. The Life Skills syllabus although provides different
outcomes for Tom, the life skills syllabus is ‘designed to teach functional life
skills, or in other words, the skills necessary to live, work and have fun in an
inclusive community’ (Schmidt, M & Vrhovnik, K. 2015). Therefore providing the
class with the learning outcomes at the beginning of the lesson not only provides
direction but also notifies Tom of the skill he will be learning that lesson. The last
activity of the lesson is a class discussion on the worksheet that they completed.
Students are encouraged to share their answers and ideas providing them time
to correct or adjust their answers; not only does this reinforce the skills and
ideas learnt through the lesson but provides multiple means of the
representation, expression and engagement (The Three Principles National
Centre of Universal Design for Learning, 2018). The whole class discussion
provides all students including Tom the opportunity to take a leadership role
within the classroom but sharing their responses and answers and but also
provides time to adjust and correct any misinformation.

In addition to the steps taken to provide a lesson that is inclusive and follows a
universal design for learning, four key steps have been followed to ensure that
the lesson provides clear goals, intentional learning and uses a variety of
teaching and learning strategies. The first being establishing clear goals, this is
met by providing student with the learning outcome and providing clear
instruction on activities throughout the lesson (Basham, J., Smith, S., & Satter, A.
2016). Secondly, anticipate learning variability this is demonstrated through the
teacher standard knowing your students and how they learn, seeing as Tom
enjoys being hands on and feeling a sense of leadership multiple opportunities
have been provided for him to utilise (Basham, J., Smith, S., & Satter, A.
2016)(Teaching Standards, AITSL, 2018). Thirdly, measureable outcomes; these
have been provided through the class discussion at the end of the lesson
allowing the students the opportunity to met clear outcomes of achievement but
making adjustments to their answers (Basham, J., Smith, S., & Satter, A. 2016)
and lastly reflection and new understanding this step is evident through the class
discussion as it provides the students to reflect upon their answers and what
they have learn but also engage and participate as a group to clarify new
understandings (Basham, J., Smith, S., & Satter, A. 2016).

Moreover there are also minor changes that can be made to the lesson that
ensure the learning experience is maximized not only for Tom but also for all
students. Such as movement around the classroom, Tom becomes irritable when
he has to stay in one spot for an extended period of time so asking him to sit and
be still for an entire sixty-minute lesson is problematic, therefore allowing him to
work either standing up for sitting down is not only beneficial for Tom but all
students as it is known that providing mobility in working environments is
beneficial for health (7 Benefits of Standing Desks and Work Stations, 2018). In
addition providing multiple avenues of engagement and interaction within the
classroom provides all students with the opportunity have autonomy over their
learning process (The Three Principles National Centre of Universal Design for
Learning, 2018) and also eliminates difficulties that may arises such as sensory
or physical disabilities; like poor vision or touch sensitivities. Lastly providing
provisions so that all students can participate in learning activities where
possible in imperative. For example Tom struggles with writing long responses
and prefers short responses or visual representations of information. Therefore
modifying some tasks such as the worksheet activity is important as it allows
Tom to break the tasks down into smaller chunks and also allows him to express
his answers orally through the class discussion; and by making this activity a
whole class discussion does not isolate Tom from the class or engaging with the
learning activities.
Part Two: Lesson Plan (Modern History: World at the Beginning of the
Twentieth Century)
Principle One: Multiple means of Representation
Principle Two: Multiple means of Action and Expression
Principle Three: Multiple means of Engagement

Year Eleven Lesson Plan The World at the Beginning of the

Lesson 2/20 Twentieth Century

Time Teacher Student Activity

5 Minutes Greet Students. Greet Teacher. Students are to
either take out
Write learning Listen to their devices or
outcome on the instruction. their workbooks
whiteboard. to a new
document or new
page.
5-25 Minutes Teacher is to ask a Takes notes from Go through the
student to the powerpoint powerpoint slides
handout printed slides. Or make on The World at
copies of the notes on the the Beginning of
powerpoint slides printed out copy the Twentieth
to those that want Century.
them and set up
the presentation.
25-45 minutes Teacher is to ask a Students are to The worksheet
student to hand complete the activity covers key
out the copies of worksheet concepts and
the worksheet. Or activity. ideas with the
alternatively topic of The World
students can at the Beginning
access the of the Twentieth
worksheet Century.
electronically.
45-60 minutes Teacher is to lead Students are Students must
a class discussion encouraged to adjust or correct
about the share their their answers to
worksheet. answers from the the worksheet and
worksheet. participate within
the class
discussion.
References:

Basham, J., Smith, S., & Satter, A. (2016). Universal Design for Learning. Journal Of
Special Education Technology, 31(3), 147-155. doi: 10.1177/0162643416660836

Bouck, E., & Joshi, G. (2012). Functional Curriculum and Students with Mild
Intellectual Disability: Exploring Postschool Outcomes through the
NLTS2. Education And Training In Autism And Developmental Disabilities, 47(2),
139-153. Retrieved from
https://pdfs.semanticscholar.org/daf8/d3ad08b704c52f25e8eadac9b8a0a0113
bf0.pdf

7 Benefits of Standing Desks and Active Workstations. (2018). Retrieved from

https://medium.com/the-mission/7-benefits-of-switching-to-standing-desks-
and-an-active-workstation-fa5affadfaf1

Edyburn, D. (2010). Would You Recognize Universal Design for Learning if You
Saw it? Ten Propositions for New Directions for the Second Decade of
UDL. Learning Disability Quarterly, 33(1), 33-41. doi:
10.1177/073194871003300103

King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and Literacy for
Adolescents With Disabilities. Journal Of Adolescent & Adult Literacy, 54(8), 569-
578. doi: 10.1598/jaal.54.8.2

Mcguire, J., Scott, S., & Shaw, S. (2006). Universal Design and Its Applications in
Educational Environments. Remedial And Special Education, 27(3), 166-175. doi:
10.1177/07419325060270030501

Modern History Stage 6 Syllabus. (2018). Retrieved from

https://arc.nesa.nsw.edu.au/standards-
packs/SP01_15270/files/support_documentation/modernhistory_syl.pdf

SCHMIDT, M., & VRHOVNIK, K. (2015). ATTITUDES OF TEACHERS TOWARDS THE

INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY AND SECONDARY
SCHOOLS (pp. 16-18). University of Maribor, Faculty of Education,.

Teacher Standards. (2018). Retrieved from

http://www.aitsl.edu.au/teach/standards

The Three Principles | National Center On Universal Design for Learning. (2018).
Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles

The Australian Government Department of Education and Training.

(2005). Planning for Personalised Learning and Support: A National Resource
Based on the Disability Standards for Education 2005 (pp. 2-4). The Australian
Government Department of Education and Training. Retrieved from
https://docs.education.gov.au/system/files/doc/other/planningforpersonalised
learningandsupportn