Helen Asokan, 18042085

Inclusive Education: Application of Universal Design for Learning with a Case

Study

Part 1- UDL and Case Study

Jane Doe is thirteen years old and currently a student in year 7. She has been diagnosed with

Ocular Cutaneous Albinism (OCA). OCA is a group of inherited disorders that is characterized through a

reduction in melanin synthesis, causing decreased pigmentation of hair, skin and eyes (Gronskov, Ek &

Brondum-Nielsen, 2007). Clinical manifestations of OCA include, Nystagmus, Astigmatism and

Photophobia, all of which are areas of concern for Jane. Gronskov, Ek and Brondum-Nielsen, (2007),

explain that students with OCA should be given special care and attention while at school, with large type

textbooks or worksheets, high contrast written materials and use of computers. These strategies have

been included in Jane’s Personal Learning Plan (PLP) and has been utilised to maintain her academic

integrity (Lachat & Smith, 2009). In response to creating an inclusive classroom and using her PLP as a

guide, teachers must plan lessons that allow students to achieve to the best of their abilities. Jane’s

strengths include a well developed Information Technology and Communication (ICT) skills and the ability

to work cooperatively in collaborative learning space. She is also known to be a positive, outgoing and and

enthusiastic learner, especially in Science. She demonstrates her enthusiasm and positivity by answering

questions in class, engaging in classroom discussions and complying with the teacher’s instructions. When

she becomes engrossed in a particular activity in class, she works independently with limited assistance.

Lessons have been planned so that Jane receives materials that can be easily read and seen by her;

sometimes her own copy was given in class if there are online activities. She has a regular school learning

support office (SLSO) with who her teachers consult with for any concerns raised within the classroom.

Consistent consultations with Jane’s SLSO often results in minor changes to activities or any preparations

made for class so that it is better suited for Jane.

While her enthusiasm shows her completing set tasks, she can become disengaged if the teacher

doesn’t check in with her. Although her independent nature works well in class, if there is something that
 Helen Asokan, 18042085
she cannot comprehend or see in the class, she does not voluntarily raise her concerns. Jane often

establishes herself as a good student but fails to ask questions regarding any issue that concerns with her

sight. Her SLSO has mentioned that Jane does not like to bring attention to herself; thus her keeping to

herself and her group if she can not see the board or the screen. To ensure that Jane does not feel

discomfort, her teachers have been making use of technology in the form of google classroom and google

docs to facilitate a broader range of educational activities. Hasselbring and Glaser (2000), state that the

students of the “digital age” become better equipped with adaptive technology that allows students with

disabilities to become active learners in the classroom, alongside their peers. Her PLP outlines that she is to

always ask questions in regards to any issues in class and, along with her teachers and her SLSO, she is

beginning to improve in establishing herself as an active and effective learner in the classroom.

Differentiated learning is a pedagogical approach that is supported by the Universal Design for

Learning (UDL). The Universal Design for Learning encourages the accommodation of adjustments that are

made for students with learning difficulties (CAST, 2011. p.4). UDL is an excellent instructional technique

that is used to provide resources, goals and assessment criteria that provides all members of the classroom

an equal opportunity to succeed (Johnson- Harris & Mundschenk, 2014). In Jane’s case, her visual

impairment requires larger font sizes, assisted classroom support and an increase in the use of technology.

Teachers support her learning by making such adjustments that contribute towards her success as an

active member in the classroom. UDL focuses on the diverse mix of needs within todays generation to

identify strategies and models for successful implementation within the classroom (Gradel & Edson, 2009).

UDL encompasses three main principles that puts forth an effective approach to classroom procedures and

accessibility to all potential learners within the classroom (Johnson- Harris & Mundschenk, 2014). Teachers

are held responsible for students in the classroom and it extends as a strategy implemented by UDL. For

the success of UDL, teachers are required to be flexible and quick to adapt to new situations and

technological advances. Executing the UDL framework while designing the lesson from the start instead of
 Helen Asokan, 18042085
adding modifications later, streamlines the process and ensures teachers provide effective and applicable

instruction for all learners (Johnson- Harris & Mundschenk, 2014).

Students with disabilities often have trouble coping with mainstream classes and are in dire need of

assistance. Although Jane has a significant disability that affects her learning; she does not display any

negative behavioural issues in the classroom that may disrupt other students. Rather, the only concern

regarding her is that she does not ask for help if she is unable to see the board or understand a particular

concept. Behavioural and educational issues are interconnected in that, addressing both issues

simultaneously can help students maintain their engagement in the classroom (Johnson- Harris &

Mundschenk, 2014). There are three main principles that are significant to the application of UDL. These

involve presenting students with multiple means of action and expression, multiple means of

representation and multiple means of engagement (Johnson- Harris & Mundschenk, 2014). The concept of

UDL is developed based on the idea of generating a classroom that is able to cater for the needs of all

students. This includes lesson activities, any equipment they need to use and an efficient classroom

environment (Johnson- Harris & Mundschenk, 2014). These principles allow for maximum amount of ways

that the learners are exposed to in order to make the choice of how to expand their learning and

understanding of content material covered in lessons.

Multiple means of Representation accounts for the variety of ways the teacher presents the

content or concepts covered in the lesson. The teacher should use a variety of teaching strategies to

include all learning needs of students in their class (Johnson- Harris & Mundschenk, 2014). This allows for

students to receive the same content material in multiple ways to maximise their understanding. The

lesson below includes extensive use of visual aid with classroom discussion and student directed learning

to allow for higher order thinking skills and deeper understanding. Any videos or presentations used will be

put up on google classroom, providing access to all students and Jane; she can use it to zoom in and

receive the same experience as her peers. Visual aid can be used to make the learning experience more
 Helen Asokan, 18042085
active, progressive and real (Shabiralyani, Hasan, Hamad & Iqbal, 2015). The lesson plan below specifies for

students to construct their own dichotomous key using the pictures given to them. A visual, practical and

collaborative activity as such permits for logical thinking and ensures to provide a deeper understanding

into the concept of dichotomous keys. The cards have also been sized in A5; which not only helps Jane, but

also her peers as they present it to the class. As outlines previously, one of Jane strengths is working

collaboratively and this activity allows her to fully participate independently. The A5 cards were not just

used for Jane’s group, but distributed to all her peers as well. This further promotes inclusion and helps to

divert attention from Jane to the class as a whole (Johnson- Harris & Mundschenk, 2014). Shabiralyani et

al. (2015), clarify that it is also important to request feedback from students towards the end of the lesson,

as done in the plan below. It is imperative to your knowledge as a teacher to consider any perceptions,

failures or success on the lesson to reflect and try to accommodate any ideas or strategies suggested by

the students for the subsequent lessons.

Multiple means of action and expression allows for students to relate the content with a variety of

methods, and help them utilise their skills to the best of their ability to maximise learning. This way, the

students are able to add their own ideas about the concept covered further help to amplify their strengths

(Johnson- Harris & Mundschenk, 2014). In the particular lesson plan attached below, the teacher has

included a variety of different ways to teach a particular concept. Instead of targeting Jane in the

classroom, the teacher has centralized the teaching strategies so that all students benefit and Jane does

not feel like the attentions is diverted to her. The class is asked to take notes as they go, but the teacher

allows for students to construct them in a way that will best suit their learning needs. They have also been

told to either hand write the notes or type it on their laptops. Providing such choice for students is vital

because students can use a method that best expresses their ideas and helps them organise their learning

without being penalized for their weaknesses. Choice provides the foundation to reinforce their strengths,

ultimately resulting in an inclusive and positive learning environment, reinforcing the main idea of UDL
 Helen Asokan, 18042085
(Johnson- Harris & Mundschenk, 2014). This helps Jane to maintain her enthusiasm and positive manner in

the classroom, resulting in a better learning experience for her as well as her peers.

Multiple means of Engagement, the third principle of UDL (Johnson- Harris & Mundschenk, 2014),

involves pedagogical approaches to maintain student interest and engagement throughout the lesson. The

teacher can accomplish this by engaging students with real world situations with the concept covered. The

dichotomous key is a tool used for classification. The teacher establishes classroom engagement by

classifying the students into categories. This enables the students to think about the concept they are

learning and gain a practical and realistic understanding of the topic covered in the lesson. They are then

asked to complete another classification activity with pictures in groups. Collaborative learning or group

work has become a central tool in developing engagement in classrooms (Chiriac, 2014). At the present

time, research shows that collaborative work allows for educational development and social development.

Although Jane does not show signs of decreased social skills, collaborative work would prove beneficial to

her and her peers when they share different perceptions. This conveys a level of understanding between

her and her peers and helps to maintain an inclusive and positive classroom environment (Chiriac, 2014).

The lesson also incorporates videos and other modes of visual representation to develop the interest of

students. The choices provided to the students in the lesson also establishes a mutual understanding

between them and the teacher. As a UDL classroom, the teacher would explicitly promote and support all

methods of engagement to accomplish a well suited classroom for all students, (Johnson- Harris &

Mundschenk, 2014), including Jane.

The three main principles described above, help to facilitate the movement as a UDL classroom in

today’s educational progression. Increased opportunities for student participation, flexibility of the teacher

and collaborative learning provide the basics skills for students with disabilities and mainstream students

to successfully streamline their learning.


Part 2: Adjusted Lesson Plan
Colour Key:
Multiple means of Representation
Multiple means of Action and Expression
Multiple means of Engagement
Introduction:
Time Teacher Activity
5 mins Teacher will welcome the class
and mark the roll. A brief outline
of what the lesson will consist of.
Tell the students to log into the
laptops so that it is ready to do so
while you explain the outline
5 mins Teacher writes “organisms” on
the board and creates a mind
map with the help of the
students.
(PRE ASSESSMENT to test
background knowledge)
Body of Lesson:
20 mins Go through the concept of
classification and the importance
of classification in a class
discussion. A brief
introduction into the levels of
classification and the diverse
organisms within our world
(Plants and animals). Introduce
the five kingdoms through the
printout for reference. This
lesson, the focus is on animals.
Explain the difference between
Vertebrates and invertebrates
(backbone/ no Backbone)- Use a
visual aid (Describe it as well)
Explains Dichotomous key
(usually consisting of couplets
and a statement each) and
taxonomy (a branch of science
which deals with classification
process) Hand out classification
key.
Questions:
1) What is classification?
2) What are some of the
things we need to think
about in order to classify
organisms?
3) What are structural
features?
Student Activity
Sit down and listen and get
organised as they are told.
Contribute to the lesson by
saying answers as
Living things
Animals
Plants
Bacteria
Fungus
Pay attention and
participate in the class
discussion.
Take some notes as we go.
Possible answers –
1) A way of organising or
grouping organisms,
communication,
common language-
Binomial naming (will
address later)
2) Similarities and
differences, Structural
features, where they
live and behaviour
3) Legs
Wings
Heart
Bones
Helen Asokan, 18042085
Resources/ Strategies
Since the school has a BYOD policy,
students will get their laptops out and
begin to log in.
This provides the students with time
to settle down before the lesson
begins
White board and marker.
Provide students with more answers
to facilitate their thinking “outside the
box” Use images and visual aid to help
cement the idea of “organisms”.
Students will be able to access the
information on google classroom.
The classroom discussion is continued
with a variety of visual aid; PICTURES
AND VIDEOS- Describe the visual aid in
great detail as well.
Printout of a classification key for
animals-
Students will work in pairs to
determine some key elements of
classification. They will also work on
an example provided on the printout.
In this lesson students are required to
make notes as the lesson progresses;
they may either (hand written or
typed)
a) Construct Venn diagrams where
appropriate
b) Take dot points down
c) Draw tables
d) Make a PowerPoint- presentation
style

15 mins DIY PROJECT- Along with their
textbook and the internet,
students are to build their own
classification key with some
printed animal cards given to
them. Here’s an example:
(draw it out n the board)
example on the board.
E.g. Cards given- Cow, dog,
parrot, bat.
Classification- has four legs (cow,
dog, pig). Herbivore (Cow).
Carnivore (Dog).
Has two legs (Parrot, Bat). Has
feathered wings (Parrot). Has
Leathery wings (Bat)
Teacher will also use a real world
example- try to classify the class
in two main categories (hair
colour/ eye colour/ nationality)
10 mins Online game- A quick competition
within the groups that they are
already in. One person
(nominated by the group) will
come up to the smart board and
play the game. The group can
help along by providing
suggestions
Conclusion:
5 Mins Re-cap what was learnt today.
Question-
What is classification and what is
the need for classification?
Set Home Work Task. This is to
summarise the work they have
done and also provides additional
vocabulary as an extension task.
This will also aid in the next
lesson as we will be studying the
classification of plants.
- Classification crossword
puzzle (tests Literacy and
knowledge) Note: Not
graded, more for fun.
Organise the animal cards
with their own classification
key. These cards are sized in
A5.
This will be done on A3
paper or make a
presentation online.
Can be as creative as
possible and it does not
have to follow the taxonomy
or dichotomous key
provided at the beginning of
the lesson.
One member comes up to
play the game. The rest of
the group can help by
providing suggestions to
make sure that they score
the most points.
Participates in the final
discussion.
Notes it down the
homework in the diary and
takes home the worksheet.
Helen Asokan, 18042085
Students will work in groups of two or
three to construct a classification key.
The writing on the white board should
be big enough for all students to read.
Read out loud as you write.
There is a video shown after the group
activity from that provides visual
clarification with audio commentary.
This video will go up on google
classroom at the end of the lesson so
that the students always have access
to it.
Students are provided with a link on
google classroom- they will have
access to it at all times.
The conclusion of the lesson will marry
the main concepts covered in the
lesson- There will be a worksheet
provided for homework- this will also
be available on google classroom for
access later.
Request Feedback from students
regarding the teaching strategies used
in the lesson. – Students can also
choose how they want to learn;
promotes engagement
 Helen Asokan, 18042085

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

Chiriac, E. H. (2014). Group work as an incentive for learning- student’s experiences of group work.

Frontiers in Psychology, 5(558). Doi: 10.3389/fpsyg.2014.00558

Gradel, K. & Edson. A. J. (2009). Putting Universal Design for Learning on the Higher Ed Agenda. Journal of

Educational Technology Systems, 38(2), 111-121.

Gronskov, K., Ek, J. & Brondum-Nielsen, K. (2007). Oculocutaneous albinism. Orphanet Journal of Rare

Diseases, 2(43). Doi: 10.1186/1750-1172-2-43.

Hasselbring, T. S. & Glaser, C. H. W. (2000). Use of technology to help students with special needs. The

Future of Children, 10 (2), 102-122.

Lachat, M. A. & Smith, S. (2009). Practices that support data use in Urban High Schools. Journal of

Education for Students Placed at Risk, 10(3), 333-349.

John-Harris, K. M. & Mundschenk, N. A (2014). Working effectively with students with BD in a General

Education Classroom: The case for Universal Design for Learning. Issues and Ideas, 87(4), 168-174.

Doi: 10.1080/00098655.2014.897927

Shabiralyani, G., Hasan, K. S., Hamad, N. & Iqbal, N. (2015). Impact of Visual aids in Enhancing the Learning

Progress Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-234.