Emily Hodge 17479921

Inclusive Education – Theory, Policy and Practice

Assignment 2 – Case Study

Universal Design for Learning (UDL) is vitally important in an inclusive classroom, referring to the need for

all students to have access to all areas of learning and is crucial in ensuring students with disabilities receive

an equal education. In this case study, the profile of a student diagnosed with ADHD will be used in

conjunction with the UDL framework to make amendments to a pre-existing lesson plan in order to provide

both the student and the classroom as a whole, with an inclusive learning environment. To maintain

anonymity, the student discussed will be referred to as ‘Student X’.

Student X is a year 7 female student (12 years old) with Attention Deficit Hyperactivity Disorder (ADHD).

She displays a variety of behavioural symptoms that are characteristic of this disorder. ADHD is a

neurobehavioral disorder commonly diagnosed in childhood through the presentation of behavioural or

cognitive symptoms which often continue to affect those diagnosed well into adulthood (Feldman & Reiff,

2014). Scientist are currently unaware of precisely what causes the development of ADHD however it is

known to be hereditary and, statistically, seen in children with low birth weight, premature children and

those exposed to early stress during gestation (Reading, 2012).

ADHD is characterised through a pattern of behaviour often organised into two main categories; Inattention

and Hyperactivity-impulsivity. Inattentive ADHD is characterised by the display of symptoms such as

failing to give close attention to detail, difficulty in sustaining attention in tasks or strain in task

organisation, failing to follow instruction or complete tasks requiring continued mental effort, losing or

misplacing items and being easily distracted/forgetful. Conversely Hyperactive-Impulsive ADHD often

presents as fidgeting, tapping or the inability to sit still for extended periods of time, often leaving a seat

when expected to remain seated, running or climbing in inappropriate situations, unable to engage in

activities quietly, restlessness, excessive talking, interruption of others or using other people’s belongings

1
Emily Hodge 17479921

without permission. Combined Presentation ADHD occurs when symptoms from both categories are present

in the diagnosed individual (Dalsgaard, 2013).

Student X presents with several of the aforementioned symptoms from both categories. She finds it difficult

to remain on task in class and often refuses to complete the assigned work. She ignores instruction given to

her by her teacher and finds time management and remembering to bring equipment difficult. She shows

strength in Visual Arts and Music classes, has a low aptitude for literacy however shows reasonable

capability in numeracy tasks. She has a strong passion for Art and is often seen doodling in her notebook or

drawing cartoons. Student X enjoys science classes that allow her to experience hands on tasks and actively

participates in group work and discussions during these lessons.

Student X finds it difficult to remain seated during class and will leave her seat to talk to other students

however greatly enjoys lessons in which she can be physically active such as practical experiments or

Physical Education classes. She will often raise her voice and shout across the classroom, most likely to gain

the attention of her peers. This behaviour may stem from her wish to avoid classwork due to her lack of self-

confidence. Her behavioural issues and inattentiveness result in her becoming frustrated when she has little

confidence with the assigned work and she is seen to become aggressive towards her peers and her teachers

during these outbursts, which have at times become physically aggressive and carry on to other lessons or

lunch/recess. However, Student X has been seen to respond well to structured lessons in which she is

provided with clear instructions and a timer or countdown with allotted time to complete her work.

Universal Design for Learning (UDL) is a teaching and learning approach designed to maximise access to

learning for students of diverse backgrounds. The aim is to make the curriculum, instruction and learning

environment ‘usable by all people, to the greatest extent possible, without the need for adaptation or

specialized design’ (Post & Rainville, 2011). This method has been based on research into how people learn

and aims to minimise the feeling of ‘difference’ for students with additional learning needs. Lieberman

(2017) states that as educators, we must fully embrace the differences of children in our classrooms and

always plan for an inclusive learning environment.

2
Emily Hodge 17479921

The concept of UDL has been refined over the years but has come to be known as a framework which

includes the following key principles which are crucial in designing a universal learning approach; multiple

means of representation, multiple means of expression and multiple means of engagement. ‘Multiple means

of Representation’ refers to the need for students to be given various ways in which they may acquire

knowledge. This can be achieved using group discussion, differentiation and through activities tailored for

auditory, visual or kinaesthetic learners (Loreman, Deppeler and Harvey, 2011). For Student X, this may

involve presenting content in picture or visual formats to increase her interest and engagement in the content

and minimise excessive cognitive strain. Showing definitions in a visual format, along with graphical

representations, allows visual learners to grasp concepts more effectively. This is incorporated in the lesson

plan through the matching of pictures to definitions and through games such as Kahoot in which they are

asked to categorise graphically presented items. This lesson plan allows for students to visualise and handle

the practical materials and encourages students to engage in activities such as drawing, which aims to

engage Student X in the learning content. Incorporating video media into the classroom has been seen to

improve learning outcomes for students with ADHD and for visual learners and greatly increases

engagement (Tissot & Evans, 2003), however, subtitles be provided for those who may have auditory

disabilities. Students are also provided with video link so that they may re-watch the video or watch the

video with headphones to assist with auditory impairments. Auditory learners are also assisted through the

verbal reading of definitions and the presentation of ideas in the form of group discussions. The

incorporation of practical activities such as the hands-on construction of the Biosphere model and the use of

cut and paste activities, not only aids kinaesthetic learners and students with learning needs such as ADHD,

but also greatly assists in increasing student engagement (Noor, Aini & Izzati Hamizan, 2014). Additional

adjustments have been made to this lesson plan such as the integration of an electronic noise level indictor

and electronic timer which aids visual learning and greatly assists students such as Student X in maintaining

appropriate noise levels, time management and increases academic achievement by prompting students to

remain on task (McDougall, Morrison & Awana, 2012).

3
Emily Hodge 17479921

Providing ‘multiple means of Expression’ in a lesson refers to providing students with the opportunity to

express their knowledge in a variety of ways (Loreman, Deppeler and Harvey, 2011). This aspect of the

UDL framework is vitally important as all students learn and express what they have learnt in a different

manner. With reference to Student X, multiple means of expression may be provided through allowing her to

express her knowledge through her passion of drawing as well as through controlled peer discussion. By

doing this, Student X can engage with her interests while still completing the assigned tasks. In the below

lesson plan, students are encouraged to use pictures, mind-maps, graphs and tables to express their ideas

instead of writing them if they wish. This may greatly assist students, such as Student X, who present with

disabilities such as ADHD, as research has shown that drawing and therapeutic arts has been seen to

decrease impulsive behaviour, increase attention and increase emotional expression and self-esteem

(Workman, 2001). This lesson plan provides students with the option to create their own scientific method,

or use the teacher provided stimulus of jumbled steps which students can rearrange should they need

assistance in creating their own. As a form of differentiation for early finishers, students are encouraged to

either engage in a table group discussion surrounding their design choices or alternatively, they may conduct

individual/group research on ways to improve their design which can include written work, pictures,

graphs/tables or mind-maps. To conclude the lesson, students are asked to write their ideas on the

whiteboard, present their ideas verbally or draw a graphical representation of their ideas.

The third aspect of a UDL approach, ‘multiple means of Engagement’, refers to the need for educators to

create motivation and enthusiasm in the classroom by creating engaging lessons based on student interests

and strengths (Loreman, Deppeler and Harvey, 2011). The addition of movement exercises positively

impacts students such as Student X as research suggests exercise can greatly increase engagement,

motivation and attention, and thus academic achievement, for students with ADHD (Mulrine & Flores-

Marti, 2014). Group work and class discussions have been seen to greatly impact student engagement, thus

its importance in a UDL approach. Peer learning not only improves engagement but also aids in

psychological wellbeing, increases academic outcomes and builds positive relationships (Hanson, Trolian,

Paulsen & Pascarella, 2016). The use of technology in the classroom, e.g. collaborative software such as
4
Emily Hodge 17479921

Padlet, has been seen to increase engagement for students and allows students to share their ideas. The use

of technology has been shown to greatly benefit students with ADHD through increasing on task behaviour

and being able to provide immediate feedback for students (Wells & Sheehey, 2013).

This lesson plan demonstrates a UDL approach by providing students with various representations of

concepts, provides students with a choice in how they may express their knowledge and provides an

engaging and stimulating lesson, catering to the interests and needs of the students. All adjustments made to

this lesson plan not only benefit Student X by minimising cognitive strain and by encouraging her strengths

and interests but will benefit all students as it caters to all types of learners. Studies have found that while

students with ADHD can exhibit lowered motivation in education due to a variety of factors, giving students

the opportunity to undertake tasks of interest increases engagement and positively influences student

attitudes and academic achievement (Zendarski, Sciberras, Mensah & Hiscock, 2017). The implementation

of lesson plans which aim to increase engagement and interest, result in the long-term increase in academic

achievement for all students (Reyes, Brackett, Rivers, White & Salovey, 2012).

5
Emily Hodge 17479921

Part 2: Lesson Plan

Multiple means of Representation
Multiple means of Expression
Multiple means of Engagement
Science
Year 10
15th June 2018
Science ES3a.
WS6b, WS6f, WS5.2b
Timing Organisation Teaching Strategies
5 min Mark Roll Movement activity; Yoga/Pilates moves/stretches/dancing to
Music music.
10 min Power-point Students write/type their understanding of Earths spheres into
Kahoot their books.
Definition Sheets Students are shown the definitions (power-point slide) containing
pictures of each sphere and are given time to understand these
definitions. Volunteers read each definition.
Students are given a worksheet on Earths spheres which contain
a series of pictures/words (large print if necessary) that they cut
and paste into their books under the following headings;
Atmosphere, Hydrosphere, Lithosphere and Biosphere.
Kahoot game; students are shown pictures of objects (rock, sky,
water) and asked to categorise them as one of the spheres.

Noise level indicator on board.

10 min Butchers Paper Students are asked to write the biosphere in a bottle practical into
Markers their books.
Practical Materials Students may work in small groups (2-3) or individually with
butchers’ paper and markers. Teacher will show the class a
variety of materials they have available to use.
Using their own judgement on effectiveness, students make their
own representation of earths spheres. Students write their Aim
(given to them), materials and method (devised as a group, can
be done through mind-maps, pictures/graphs/tables). and draw a
diagram of what they plan to create. Students may be given a list
of jumbled steps which they may rearrange to create a method.
Students are instructed that they have 10 min to complete this
activity (electronic timer countdown).
20 min Laptops/Tablets Students collect their material and create their biosphere.
Practical Materials Students are instructed that they have 15 min to complete this
activity (electronic timer countdown).
Early finishers are to further engage in group discussion
surrounding WHY they chose these materials OR are to use their
devices to research ways (and create a mind-map) in which they
could improve their design. Students are to type/write down their
ideas, draw diagrams or create graphs/tables for later discussion.

6
Emily Hodge 17479921

15 min Interactive Whiteboard Students are given several questions to answer e.g. Explain how
Video (subtitles) each sphere is represented in your bottle? What was the purpose
Laptops/Tablets of the string?
Students are to answer questions in the form of a class
discussion. Students write their ideas on the board, tell the class
or show a graphical representation of their ideas. Students
discuss the design of their biosphere, explain their choices and
how they think they may have improved.

Students watch a video (subtitled) on similar experiments

conducted by other classes and take note of differences in design
choices/construction (students are given link to video to re-watch
or view with headphones).
In their groups, individually or as a class, students are asked to
brainstorm ideas for a better biosphere, using collaborative
software such as Padlet.

7
Emily Hodge 17479921

References

Dalsgaard, S. (2013). Attention-deficit/hyperactivity disorder (ADHD). Eur Child Adolesc Psychiatry, 22(1),

S43-S48. doi: DOI 10.1007/s00787-012-0360-z

Feldman, H., & Reiff, M. (2014). Attention Deficit–Hyperactivity Disorder in Children and Adolescents.

The New England Journal of Medicine, 370(9), 838-846.

Hanson, J., Trolian, T., Paulsen, M., & Pascarella, E. (2016). Evaluating the influence of peer learning on

psychological well-being. Teaching in Higher Education, 21(2), 191-206. doi:

10.1080/13562517.2015.1136274

Lieberman, L. (2017). The Need for Universal Design for Learning. Journal of Physical Education,

Recreation & Dance, 88(3), 5-7. doi: 10.1080/07303084.2016.1271257

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education (pp. 1-48). Crows Nest, N.S.W.: Allen

& Unwin.

McDougall, D., Morrison, C., & Awana, B. (2012). Students with Disabilities use Tactile Cued Self-

Monitoring to Improve Academic Productivity During Independent Tasks. Journal of Instructional

Psychology, 39(2), 119-130.

Mulrine, C., & Flores-Marti, I. (2014). Practical Strategies for Teaching Students with Attention-Deficit

Hyperactivity Disorder in General Physical Education Classrooms. Strategies, 27(1), 26-31. doi:

10.1080/08924562.2014.859004

Noor, N., Aini, M., & Izzati Hamizan, N. (2014). Video Based Learning Embedded with Cognitive Load

Theory: Visual, Auditory, and Kinaesthetic Learners’ Perspectives. International Conference on

Teaching and Learning in Computing and Engineering, 58 - 63. doi: 10.1109/LaTiCE.2014.19

Post, K., & Rainville, E. (2011). Universal Design for Learning. OT Practice, 16(4), 14-17.

8
Emily Hodge 17479921

Reading, R. (2012). What causes attention deficit hyperactivity disorder?. Child: Care, Health and

Development, 38(2), 300-300. doi: 10.1111/j.1365-2214.2011.01363.x

Reyes, M., Brackett, M., Rivers, S., White, M., & Salovey, P. (2012). Classroom emotional climate, student

engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. doi:

10.1037/a0027268

Tissot, C., & Evans, R. (2003). Visual Teaching Strategies for Children with Autism. Early Child

Development and Care, 173(4), 425-433. doi: 10.1080/0300443032000079104

Wells, J., & Sheehey, M. (2013). Harnessing the power of technology: increasing academic engagement of

elementary students' with learning disabilities and ADHD. Insights on Learning Disabilities, 10(1),

73-86.

Workman, S. L. (2001). Expressive arts therapy for a boy with ADHD, learning disabilities and divorce

issues (Order No. 1404881). Available from ProQuest Dissertations & Theses Global. (250932134).

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/250932134?accountid=36155

Zendarski, N., Sciberras, E., Mensah, F., & Hiscock, H. (2017). Early high school engagement in students

with attention/deficit hyperactivity disorder. British Journal of Educational Psychology, 87(2), 127-

145. doi: 10.1111/bjep.12140