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Jayden has proven himself as a talented student with strengths focused upon
aptitude in mathematics and computing technology. He has shown high interest in classes
including physics and visual arts. Throughout his classes, Jayden shows enthusiasm and
respect towards his teachers, striving to complete required tasks efficiently, particularly in
logic-centered tasks such as maths. Despite his high aptitude, Jayden has admitted to
difficulty in engagement with peers in the classroom, and content requiring abstract
thinking. During these instances, Jayden quickly became disengaged with his workload, and
as a result often expressed frustration and minor mood-swings (Morgan & Wine, 2018).
Jayden shows difficulty in interpreting emotion and context in conversations with his peers,
often taking comments literally which has caused disputes between himself and his peers.
Although most of his peers are aware of his situation, Jayden’s issues in social
communication has left him with a sense of isolation which has impacted his academic
studies (APA,2013; Ledford & Wehby, 2014).
A second key focus of UDL centers upon multiple means of expression. This provides
students opportunity to express differing forms of understanding of content learned
(Denning & Moody, 2013). In giving students varied options of expression, motivation and
academic skills have been noted to rise (Denning & Moody, 2013). Furthermore, this
principle of UDL extends benefits towards educators, allowing for multiple format choices
for assessment tasks such as portfolios, visual presentations, verbal reports, and artistic
journals (Meo, 2008). In extending submission format to multiple means of expression, a
student can capitalise on individual interests, skills and abilities. Students with ASD such as
Jayden can use such multiple expression formats to maintain a greater focus upon on-task
behaviour, particularly if frustrated with one particular format of learning (Meo, 2008).
Extending upon this, it is vital to ensure that clear and concise instruction is provided if
allowing multiple expression options of activity, particularly for students like Jayden as he
may become distracted by misinterpreting instruction (Wood & Blanton, 2009). Clarity in
expectations of students, coupled with performance rubrics where required, can provide
integrated structure in classrooms of diverse learners with greater success than a set-in-
stone activity basis (Miller, 2012; Mutch, 2003).
The modified plan seen in section B harnesses this foundation of UDL in the
provision of multi-format choice in content expression. Students are permitted opportunity
to express their learnings of diseases through such formats as PowerPoint, audio formats, or
visual presentation. Such creation of digital formats, or alterations using editing software
play particularly into Jayden’s strengths of computers and technology. Furthermore, such
The third and final principle of the UDL framework evokes student interest and
success through multiple forms of engagement in instructional design (Denning & Moody,
2013). This principle facilitates student learning through multi-dimensional engagement
from both students and teachers (Hall, Cohen, Vue & Ganley, 2014). In providing multiple
instances of instructional design, a teacher can create relevance of content material with
real-world instances and contextual examples (Denning & Moody, 2013; Miller, 2012). This
directly benefits student involvement in the classroom, particularly from students such as
Jayden with ASD or other learning difficulties in the sense of greater enthusiasm for diverse
learning goals (Leach, 2010). Furthermore, research from Boud and Molloy (2012) posits
that multiple forms of engagement tasks creates a greater instance of timely feedback in
order to support student engagement. Such feedback is evident in this lesson plan through
student questioning with both the teacher, and also their peers via a classroom discussion.
Students are provided opportunity in this section of the lesson to receive immediate
feedback to heighten their understanding.
Science
Timing Organisation Identified Teaching Strategy
5 minutes Mark Roll Provide students with opportunity to;
Participate in prayer
OR
Reflect silently upon prior lesson’s content
Identify learning intentions for class (provided as a
handout).
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