Inclusive Education-

Theory Policy and

Practice
Assignment 2
Case Study-
ADHD
Chrestin Meina
18926457
Abstract
This paper will discuss the case of one student with ADHD and look at their strengths and learning
needs. The Universal Design for Learning framework will be applied to this student’s context to
explain and justify approaches for the inclusion of this student. The approaches discussed will then
be used to re-design a lesson plan according to the UDL framework for the improved educational
outcomes of all students in an inclusive classroom.
Part 1
Case Study- Student with ADHD

This case study will focus on a 1 y3ear old male student who is in Year 7 and has been diagnosed
with Attention-deficit /Hyperactivity Disorder (ADD/ADHD). In this paper, the student will be
referred to as Andrew.

ADHD is defined as a neurodevelopmental disorder with recognised and consistent patterns of

behaviour (ADHD Australia, 2017). The term encompasses behaviour disorders which include
impulsiveness, hyperactivity and extreme difficulty maintaining attention (Woolfolk & Margetts,
2012). ADHD impacts upon executive functioning such as planning, organising, concentrating on
and completing tasks and those with ADHD have difficulties finding the motivation and persistence
to complete a task, particularly if it is challenging or uninteresting (ADHD Australia, 2017). It is
estimated that approximately 5% of school-aged children are diagnosed with ADHD (Zendarski,
2017) and in recent data it is suggested that this number could be up to 7.4% (AIHW, 2018).

There are two types of ADHD, inattentive ADHD or the impulsive/hyperactive ADHD, whilst some
individuals have characteristics of both types (ADHD Australia, 2017). Andrew has characteristics
of both subtypes of ADHD. He struggles to maintain attention in class, is also hyperactive and
sometimes has impulsive behaviours. These include walking around the room, using inappropriate
language and calling out.

Student’s strengths

Andrew is energetic, creative and social. He has made friends in his classes and in some lessons,
when he is engaged, he likes to participate by answering questions or giving his opinion. He enjoys
art and videogames. Andrew prefers group work to independent work and his group enjoy his
humorous nature. He apologises immediately when he has done the wrong thing and has been
informed of his actions. Andrew prefers to learn through auditory and verbal means as his reading
and writing skills are poor but he can convey information verbally.

He can sustain his attention for longer spans of time if he is interested in the learning content
which is common in students with ADHD, as they can pursue topics that are more interesting or
tasks that are less academically focused (Zendarski, Sciberras, Mensah & Hiscock, 2017).
Student’s learning needs

ADHD commonly occurs with other comorbidities such as learning disorders and poor emotional
regulation (Zendarski et al., 2017). This is also evident in Andrew’s case as in addition to having
ADHD, Andrew also has a significant learning disability as he has trouble reading, writing, spelling
and reasoning. In most lessons he has an SLSO present to assist him in the learning activities. His
behaviour also needs to managed as he can be quite impulsive by calling out and walking around
the classroom. Therefore, he must have clear rules, expectations, and consequences that are
enforced consistently (Woolfolk & Margetts, 2012).

For students with ADHD, transitioning to high school can be even more challenging due to
the greater demand for academic, organisational and social requirements (Zendarski , 2017).
In addition to this, learning and functional impairments for students with ADHD can
combine causing drops in students’ self-esteem and motivation levels, as the learning
becomes more difficult (Hoza, Pelham, Waschbusch, Kipp, & Owens, 2001 as cited in Zendarski
et al., 2017). Organisational and academic requirements are a challenge for Andrew. He
struggles in class to complete tasks and relies heavily on his friends or group members to
help him when an SLSO is not present. He also forgets to bring his equipment to some
lessons such as his laptop and stationary or if he does have his laptop, he doesn’t have the
charger. He then tends to work with another person (particularly a friend) and can be very
distracting to them. On days when he is not engaged, he can be very disruptive to the rest
of the class. In order to be productive he needs to have an SLSO or to work in a pair/group
that will keep him focused as he has poor self-regulation skills.

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is a framework based on scientific research about how people
learn, that is used to enhance and optimise teaching and learning for all people (CAST, 2018). This
framework is a way for planning and developing lessons and curriculums that promote access,
participation and progress in mainstream education for all learners (McGuire, Scott & Shaw,
2006). UDL can be used as an effective framework when developing and facilitating
inclusive learning environments in diverse classrooms (CAST, 2018). UDL looks at the why,
what and how of learning to create a three principles approach based on multiple means of
engagement, representation and action and expression (CAST, 2018). This UDL framework
can be used to design the curriculum for all students in an Inclusive classroom, including
students like Andrew and those with other disabilities. It aims to meet the needs of all
learners in a proactive way rather than going back and retro-fitting lesson plans that have
not worked well for all students (Capp, 2017). This is done by teachers providing supports,
scaffolds and choices which allow for all students in the class to actively participate (Capp,
2017). Meta-analysis results have shown that UDL has a positive effect on the learning
outcomes of all students (Capp, 2017).

Multiple means of Representation

Multiple means of Representation refers to the way in which learners learn in different ways and
so teaching and learning must include multiple ways of representing knowledge to allow all
learners to perceive, comprehend and make connections between concepts (CAST, 2018). This
stems from the idea that there are many ways to represent knowledge during learning and so
whilst designing instructional materials, teachers should consider ways to make the content
accessible to all the learners with diverse needs (Capp, 2017).

Strategies:

Scaffolding tasks is the method at the centre of this principle as it simplifies tasks for students
(Capp, 2017). By scaffolding tasks for Andrew, and the rest of the class, the students will feel
supported in their academic learning, particularly those who struggle.

The use of multimedia forms such as videos, animations and visuals is another way that
representation can be provided to students to improve their learning and facilitate an inclusive
classroom (Capp, 2017).

It is also important to provide instructions in small steps and allow Andrew (as well as the other
students) to complete one step at a time (Murphy, 2014). If instructions are given in written form
it is important to repeat them verbally out loud to cater to students who have reading or
comprehension deficits (Murphy, 2014).

Multiple means of Action and Expression

This is based on the principle that there are multiple ways that students can demonstrate their
knowledge and understanding (Capp, 2017). Students are given choices in the way they can
communicate their learning (Capp, 2017). The UDL curriculum provides scope for a range of
options to engage all students including; creative, hands on and meaningful instruction to capture
and maintain student interest (Capp, 2017).

Strategies:

One strategy is to break down tasks into smaller activities, for example a few questions rather
than a long one or a few paragraphs at a time with clear time limits and consequences for
incompletion (Woolfolk & Margetts, 2012). This scaffolding technique will not only be beneficial
for Andrew but also for the rest of the class.

Additionally, allowing Andrew and the other students to use different means of demonstrating
their understanding. For example by utilising Andrew’s creativity, he can draw his understanding
of particular concepts (Murphy, 2014). This engages students in the task as well as supports their
learning. Students can also be given the choice of how to present their work by creating graphic
representations (Murphy, 2014), for example allowing them to organise ideas or present
information through charts, diagrams and multimedia forms.

Another strategy is allowing students to work in pairs to read texts aloud as auditory input to keep
them focused when reading (Murphy, 2014) . Even if one student reads while the other listens this
can be of benefit to all students, especially those who struggle with reading or attention. Teaching
students to use metacognitive strategies such as thinking out loud, visualising and diagramming as
a response to the content can also help students feel supported and included (Murphy, 2014). For
assessments the students, including Andrew may be given the opportunity to express their
knowledge and understanding in a verbal manner if they struggles with writing and reading.

ICT can be used as a way for Andrew and other students to provide their written tasks so that
those who have motor skill deficits or poor writing and spelling skills like Andrew can overcome
some of these issues (Murphy, 2014). ICT and assistive technologies can also be used to read text
to students or type text for them (King-Sears, Swanson& Mainzer, 2011). For those in the class
who have disabilities these can be considered assistive technologies, while for the rest of the class
they can be considered as general classroom technologies, but it allows all the students to feel
included and supported (King-Sears, Swanson& Mainzer, 2011).

Multiple means of Engagement

Providing multiple means of Engagement is about understanding that all learners have different
levels of motivation and have different preferences for engagement and as such, teachers must
provide multiple options to keep learners engaged (CAST, 2018). Engagement, in the school
context is about the way in which students identify with and participate in school and with
learning, which is an important factor in educational success (Zendarski et al., 2017).
Engagement is a complex concept and includes cognitive, emotional and behavioural
aspects (Zendarski et al., 2017). It is vital for teachers to note that students who develop
strong emotional and behavioural connections to school are likely to experience greater
academic success (Henry et al., 2012 as cited in Zendarski et al., 2017).

Strategies:

All students are more likely to be engaged in the learning if they feel it is valuable and relevant
(Reid & Maag, 1998). Therefore it will be beneficial to both Andrew and the rest of th e
students in his class if the teacher caters to their interests. The attention span of students
with ADHD is increased when they are engaged in ‘high-interest activities’ (Reid & Maag,
1998).

The teacher should pay particular attention to when Andrew is engaged (even if for small periods)
and try to increase these situations to increase his engagement (Woolfolk & Margetts, 2012).
Woolfolk and Margetts (2012) recommend using the student’s strengths to overcome their
weaknesses. For Andrew, he is not able to concentrate for more than short spans but is more
engaged in tasks when they are relevant, interesting or they are aligned with his strengths.

As students with ADHD can struggle with peer relations (ADHD, Australia, 2017) it is important to
give students time in class to create bonds and work collaboratively with their classmates. This can
include working in pairs or groups to assist each other in completing tasks.

Another strategy which can be of benefit to all students is to employ the use of mindfulness time,
wherein students are given time to stop and meditate or focus on their breathing (Murphy, 2014).
This gives students time to calm themselves and better deal with distractions (Murphy, 2014). By
giving students time to settle down they can be better focused and engaged during the lesson.

Furthermore, as students with ADHD and other hyperactivity disorders find it hard to sit still, they
should be given the opportunity to stretch or move around the room as a small break in order to
maintain their focus throughout the lesson (Murphy, 2014).
Part 2
Key:
Multiple means of Representation
Multiple means of Action and Expression
Multiple means of Engagement
This lesson incorporates the three principles of UDL discussed previously, to facilitate an inclusive
learning environment. The lesson has used evidence-based strategies (discussed previously) to
create an inclusive learning environment for students like Andrew and all other diverse learners.

Throughout the lesson, multiple forms of representation are used to provide information the
students. Initially as the class walks in, the new topic is displayed in writing, but then the teacher
also explains it verbally. The class then has a verbal discussion and the information from this is
used to create a visual concept map. The outcome for the lesson is displayed in written form and
explained verbally. The teacher also uses ICT in the form of a PowerPoint with text, visuals and
diagrams to communicate the learning content in visual and verbal ways. An interactive online
visual activity is also used for students to demonstrate their learning. The content focus of the
lesson is delivered through a diagram with text and verbal explanation by the teacher. Students
then watch a video explaining the scientific processes involved in changes of states with closed
captions turned on for those who have hearing impairments. A diagram is used to support this
learning with additional verbal teaching. Finally, students complete a worksheet, in pairs if they
would like, either in hard copy or an online version which can be completed in textual or
diagrammatic form. The teacher also provides feedback to students as they walk around the room.

Multiple forms of action and expression are provided to the students to allow for the inclusion of
all student abilities and preferences. In this lesson students are able to demonstrate their
knowledge and understanding through verbal discussions, providing answers and an online
interactive activity. They also can complete their worksheet in its hard copy form or online, either
through written text or through diagrams. This worksheet also has extension questions for
students who need more challenges. This worksheet can also be done in pairs so as to help
students who need support and cannot complete this task independently.

Also, multiple forms of engagement are used to help keep students interested and motivated
throughout the lesson. Firstly, students are given the chance to meditate before the learning
begins so that they can focus throughout the lesson. They are also engaged in verbal discussions in
the lesson and the teacher uses relevant and interesting examples to keep students engaged.
Students are also given the opportunity to work with others in the pair activity so that they can
develop their peer relations. During the lesson students are also given the opportunity to move so
as to give them a chance to stretch/fidget and then regain focus and engagement.
 Lesson Plan – 7-10 Science

Topic area: Chemical world- Stage of Learner: Stage 4 Syllabus Pages: 114
States of Matter (Year 7)

Date: 20/8/18 Location Booked: Science Lab Lesson Number: 1/3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

‘Who am I-solid, liquid or gas?’
Worksheets

Outcomes:
A student:

 SC4-16CW

describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles

Content statement/s:
CW1 The properties of the different states of matter can be explained in terms of the motion and
arrangement of particles. (ACSSU151)
Students:
a. describe the behaviour of matter in terms of particles that are continuously moving and
interacting
d. relate changes in the physical properties of matter to heat energy and particle movement that
occur during observations of evaporation, condensation, boiling, melting and freezing

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Histories and Cultures will be addressed in future lessons
through looking at traditional Aboriginal scientific knowledge.

General capabilities:

Literacy , ICT capability

Assessment:
Pre- assessment through a class discussion and concept map. Informal, formative assessment through
the worksheet ‘Who am I-solid, liquid or gas?’ The worksheet will assess students’ understanding of the
properties of the states of matter.

Lesson overview:
This is the first lesson about the states of matter, and is therefore an introductory lesson. It will look
into the question, ‘What are solids, liquids and gases?’. It will introduce some scientific literacy terms
such as matter, particles, solid, liquid, gas etc. The lesson will start off with some background
knowledge and then there will be some explicit teaching of the concepts. Students will also complete a
worksheet to informally assess their understanding.
Time Teaching and learning actions

Intro The teacher will have the title ‘The Chemical World’ on the board when the students
walk in.
10 mins
Students will be given 5 minutes to meditate or focus on their breathing to settle down
for the lesson.
The teacher will begin the lesson by explaining that they will be starting a new topic,
‘The Chemical World’ and will ask them as a class to come up with a concept map on
the board, through a verbal discussion about what they can recall or know from
background knowledge about the chemical world (relevance and interest). The teacher
will encourage all students to volunteer something.

Body The teacher will then bring the students’ focus to the topic of solids, liquids and gases.
The teacher will write the outcome for the lesson on the board and say it verbally so
that all students are aware of the lesson outcome and expectations;
20 mins “To understand the arrangement of particles in a solid, liquid and gas.”

The teacher will present the PowerPoint to the students, going through the differences
between the states of matter using everyday examples for relevance and interest. The
teacher will ask students to volunteer examples. The teacher will continue through the
PowerPoint explaining the different states of matter in simple terms and using visuals
and diagrams. (Explicit teaching using verbal explanations and visuals)

The teacher will then open up the interactive activity and will ask a volunteer to come
up and with the help of the class, label which is a solid, liquid or gas.
2 min
https://www.bbc.com/bitesize/articles/zqpv7p3

Returning to the slides, the teacher will show the students the comparison of the three
states together on one slide both diagrammatically and in words, and explain it again,
3 mins
using everyday examples.

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 The teacher will then show the students the one minute video depicting the changes
between the states and explain what is happening, as the heat causes the solid to melt
into a liquid which then evaporates into a gas. (the video can be shown again if need
10 mins be). Closed captions can be turned on during the video.
https://www.bbc.com/bitesize/articles/zqpv7p3
This will lead into the next topic which is the changing states of matter. The teacher
asks the students to volunteer some of the terms that the students know or can recall
about the processes involved in changing states.
The teacher will show the diagram of the processes and explain what happens as heat
is gained or lost. The teacher will ask students to volunteer everyday examples they
can think of relating to the processes.

10 mins The teacher will hand out the worksheet ‘Who am I-solid, liquid or gas?’ and a timer
will be shown to keep students on task. Students will work through the sheet
individually or in pairs. Allow students to move to another area of the classroom to do
this if they prefer. This sheet can be done using written word of through drawing
diagrams to communicate understanding. For students who want to, they can
complete the worksheet online. The worksheet has an challenge task question for
students who need extension. The teacher will walk around the class to answer
questions and check on student progress.

Conclus The teacher will then go through the worksheet asking students to volunteer their
ion answers, as they mark them. This will be a form of immediate feedback for the
students regarding their performance. Once this is done the teacher will let students
5 mins
know that the next lesson will look more into the processes that cause the changes of
state and will be introduced to the Particle Theory of Matter.

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 References
ADHD Australia (2017). What is ADHD? Retrieved from
https://www.adhdaustralia.org.au/about-adhd/what-is-attention-deficit-
hyperactivity-disorder-adhd/ 23/09/18

Australian Institute of Health and Welfare AIHW (2018). Mental Health Services in
Australia. Retrieved from https://www.aihw.gov.au/reports/mental-health-
services/mental-health-services-in-australia/report-
contents/summary/prevalence-and-policies 28/09/18

Capp, M. (2017). The effectiveness of universal design for learning: A meta -analysis of
literature between 2013 and 2016. International Journal of Inclusive
Education, 21(8), 791-807.

CAST (2018). About Universal Design for Learning. Retrieved from

http://www.cast.org/our-work/about-udl.html 28/09/18

King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and Literacy for Adolescents
With Disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578. Retrieved
from http://www.jstor.org.ezproxy.uws.edu.au/stable/41827726

Murphy, S. (2014). Finding the Right Fit: Inclusive Strategies for Students With
Characteristics of ADHD. YC Young Children, 69(3), 66-71.

Reid, R., & Maag, J. (1998). FUNCTIONAL ASSESSMENT: A METHOD FOR DEVELOPING
CLASSROOM‐BASED ACCOMMODATIONS AND INTERVENTIONS FOR CHILDREN
WITH ADHD. Reading & Writing Quarterly, 14(1), 9-42.

Woolfolk, A., & Margetts, K. (2012). Educational Psychology Australian Edition. Pearson
Higher Education AU.

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.

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