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102084 Inclusive Education: Theory, Policy and Practice

Assignment Two: Case Study

Mia is a fifteen-year-old student and is in year 9 at a co-ed school. She has been

diagnosed with Asperger Syndrome and displays high levels of anxiety and social

awkwardness. Asperger Syndrome is a subtype of autism, and is described as a

developmental disorder that effects the social abilities and communication of the

affected (Ghaziuddin & Mountain-Kimchi, 2004). It can also affect motor

development, which may lead to uncoordinated movements, but it does not have any

effect on the language or cognitive development, with several cases of people with

Asperger Syndrome displaying advanced language skills (Ghaziuddin & Mountain-

Kimchi, 2004). The number of people diagnosed with Asperger syndrome is

continually increasing. In 2015, 1 in every 150 people had been diagnosed with the

syndrome, and children aged 5-18 had the highest number of diagnoses (Australian

Bureau of Statistics, 2017). Due to the increase of acceptance of students with

disabilities in mainstream classrooms, and the strong push for teachers to be

inclusive educators, students with Asperger Syndrome are often taught in the

mainstream classes (Wenzel & Rowley, 2010). This can prove to be a challenge for

both teachers and the student, as there is a strong focus on working with peers and

developing relationships (Wenzel & Rowley, 2010). Teachers must have the

knowledge and understanding of the syndrome to successfully develop a strategy to

address and cater for the needs of the student, whilst also catering for every other

student in the class (Stichter, O’Connor, Herzog, Lierheimer & McGhee, 2011). Mia

struggles to cope in the classroom setting and cannot work in groups because of her

syndrome. She has a strong interest and is highly talented in visual arts. Other

strengths of Mia’s include being extremely organised, working with technology, and

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advancing in language tasks. She can be an enthusiastic learner and stay on task

when seated on her own, or working one on one with the teacher, and she excels in

independent research tasks that involve freedom of creativity and a high degree of

relevance (Autism Speaks, 2018). While her creativity and aim to excel in such tasks

positively impacts her learning and behaviour in the classroom, her social

dysfunction and anxiety often outweigh her positive performances. Her engagement

in class is challenged in the mainstream setting, as she is encouraged to work with

others and participate in class activities, which can lead to her social and emotional

breakdowns. She has trouble working and interacting with her peers, leaving the

classroom an awkward place and a challenge for the teacher (Autism Speak, 2018).

Her anxiety leads her to have emotional breakdowns in class, which can distract

other students and cause further problems for herself with bullying becoming an

increasing issue as she gets older.

Universal Design for Learning (UDL) is a concept which aims to create an

equitable learning environment for all students, regardless of their learning needs,

and should be a place that encourages learning and development. The concept of

UDL includes the teacher and their pedagogy, lesson activities and equipment used,

students, and the classroom environment, and can be very beneficial for students

with cognitive, social and behavioral learning difficulties (Johnson-Harris &

Mundschenk, 2014). This concept has been proven to be effective for mainstream

students as well as students with learning disabilities, but involves a strong

understanding and flexibility on the teacher’s behalf (National Centre on Universal

Design for Learning, 2014). The teacher needs to know how each student learns and

what learning activities can be used to play to the strengths of each student to

provide them with the opportunity to succeed in their own way (Johnson-Harris &

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Mundschenk, 2014). This can be a hard concept for the educator to grasp and will

take a lot of planning, but once the planning is done there will be less work for the

teacher as they will not have to modify every lesson planned (Bernacchio & Mullen,

2007). It can be a rewarding process for all involved when implemented efficiently.

The concept of UDL involves the implementation of three principles. These principles

are aimed to provide students with multiple means of representation, multiple means

of action and expression, and multiple means of engagement (Johnson-Harris &

Mundschenk, 2014; National Centre on Universal Design for Learning, 2014).

Multiple means of representation refers to the way that students perceive and

process information that they are presented with (Bedrossian, 2018; National Centre

on Universal Design for Learning, 2014). This means that each student needs to be

provided with information through learning activities that are appropriate for their

comprehension level and understanding. This can be achieved by using varied

learning activities to cater for each student, which will provide them with the

opportunity to develop an understanding of the content and increase their knowledge

(Bedrossian, 2018). In reference to Mia, a multiple means of representation

approach to her learning could increase her engagement in class activities if they are

related to her interests. This could decrease her disruptive behaviours and increase

her interaction with peers if planned appropriately (Bedrossian, 2018). This may also

lead to an increase in her cognitive understanding of lesson content as the activities

can be planned to improve social interactions, which can decrease her anxiety whilst

playing to her strengths (Johnson-Harris & Mundschenk, 2014). By providing her

with a range of activities that portray the same information, Mia is likely to be

engaged with both her work and the class. This method of teaching can be

successful if teachers are flexible and have a strong understanding of how their

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students most successfully learn, and can promote classrooms that are inclusive of

all students regardless of their learning ability (Bernacchio & Mullen, 2007).

Multiple means of action and expression involves providing students with

several ways to demonstrate their understanding of content knowledge and to

comfortably express themselves in the classroom setting (Johnson-Harris &

Mundschenk, 2014; National Centre on Universal Design for Learning, 2014). As all

students learn differently, it is essential for teachers to ensure they are providing

their students with the platforms they need to succeed, by ensuring their strengths

are utilised to their full potential. There is not one means of action that is optimal for

all learners, which further highlights the important role teachers have in students’

learning and assessment (Bedrossian, 2018). In regards to Mia, the teacher must

provide support by working with her one on one to ensure she is working to her best

ability. By providing her with individual research tasks for homework, she will be able

to work to her best ability as her organisational traits will make sure the work is done

to her fullest potential (Johnson-Harris & Mundschenk, 2014). Multiple means of

expression and action could also be used to assist Mia’s anxiety by providing her

with a range of tasks that allow her to work individually and play to her strengths by

including tasks that involve creative elements (King-Sears, 2014). By providing

students with a choice of activities, they are encouraged to take ownership of their

work, whilst also allowing them to play to their strengths, which will also increase

self- determination and participation (Johnson-Harris & Mundschenk, 2014; King-

Sears, 2014).

Multiple means of engagement refers to providing students with a range of

tasks that stimulate their interests to increase their levels of participation and

engagement in learning activities (National Centre on Universal Design for Learning,

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2014). Both the student and the teacher are involved in this concept, with the

students providing the teacher with the relevant information to create activities

suitable for the students. This concept can be achieved by linking student learning to

real world situations and stories and examples students can relate to. Multiple

means of engagement can also be supported by teachers by providing feedback to

students in a way that is suitable for them to comprehend and in a timely and

relevant way (Johnson-Harris & Mundschenk, 2014). In Mia’s case, multiple means

of engagement can be provided to her by the teacher, by providing her with activities

that play to her interests and strengths. This will be challenging with her syndrome

as she does not cope with social interactions but if the learning content is of interest

to her, there will be a higher chance of successful learning. The teacher can also

maintain her engagement by addressing and working with her one on one, by setting

her individual tasks, and by providing feedback to her both during and after the

completion of tasks (Bedrossian, 2018). Multiple means of engagement can also be

used to address her anxiety, by setting her individual tasks and giving her ownership

of her work, which will be complimented by her organisational traits and creativity. By

developing activities that are engaging to all students, the classroom setting will be

improved, with an increase in student interest and participation in learning content

and improved behaviour (Johnson-Harris & Mundschenk, 2014).

The adjusted lesson plan addresses the three principles of the UDL

framework. Multiple means of representation are addressed by introducing a range

of ways to answer the questions involved in the activities. Students are given the

option to develop their answers, share them with the class by writing them on the

board or reading them out, and a teacher led discussion is included to further explore

the questions. By allowing students to have the option of which way to perform the

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task, students with less social confidence such as Mia are included in the lesson by

being able to write down their answers and not having to read them out aloud

(Bedrossian, 2018). This is also achieved by providing students with the option of

working alone or in groups, which is beneficial for Mia as well as other students. This

task also caters for all students regardless of their language comprehension level as

their answers can be as simple or as detailed as they like, as it is an opinion and

prior knowledge based task. Similarly, the conclusion of the lesson involves a

formative assessment task, by asking questions about the lesson content which will

be in the form of an online quiz game. This means of representation is effective for

all types of learners as it involves visual, auditory, and kinesthetic elements, whilst

allowing students to work individually. Multiple means of representation are also

demonstrated by allowing students to choose their method of presentation and

research sites, allowing them to play to their strengths (Wenzel &Rowley, 2010).

The lesson plan includes multiple means of action and expression by

providing a range of activities that allow students to choose how they demonstrate

their understanding of the lesson content. In the second activity, students are given

the option to choose what activity they are going to research, how they research it

and how they present their information. By providing the students with this much

choice, the teacher is encouraging them to take ownership of their work, which

further increases their self-determination (Johnson-Harris & Mundschenk, 2014).

This is beneficial to Mia as she can work independently on the research task and can

present her work to the teacher in a one on one setting. It also gives her the option to

use technology and creativity.

The adjusted lesson plan addresses multiple means of engagement by using

several activities, all in which have a varied focus. The activities include a question

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and answer, discussion, worksheets, research task and presentations. The lesson

focuses on Aboriginal games, a topic which may be of interest to some students, but

also uses ICT and creativity to increase the engagement of the students. They are

given the option to work individually or in groups, which can also be more engaging

as they can share their thoughts with their peers (King-Sears, 2014). The lesson is

appropriate for Mia as it provides her with the opportunity to use technology and be

creative in the way she presents her research. By allowing students to work

individually or in groups, the teacher is catering for all students and is successfully

increasing engagement (National Centre on Universal Design for Learning, 2014).

The understanding of the information presented will also be tested, increasing the

self-determination of students to make sure they understand what they are learning

(Johnson-Harris & Mundschenk, 2014).

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Lesson Plan
Colour key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement

Outcomes Students learn about Students learn to

Syllabus outcomes • Personal benefits of • Participate in
• Outcome 4.9 participation in initiative/challenge
A student describes the physical activity activities designed to
benefits of a balanced lifestyle – physical develop teamwork,
and participation in physical – social cooperation and problem-
activity. – emotional solving.
– mental • locate information about
Life Skills outcomes – spiritual preferred activities from a
• LS.19 A student demonstrates variety of sources, eg
skills required to participate in a newspaper, telephone,
preferred physical activity. internet
• LS.20 A student demonstrates
strategies required to
participate in a preferred
physical activity.

Time Teaching and learning actions Organisation Centred

T/S
10min Introduction to the topic of Cultural Games Teacher: Organise the T&S
including explanation of what the topic classroom so all students are
involves- exploring and learning about the facing the front of the room
history of Aboriginal culture, with a focus on Writing on the board, making
the traditional games they played and the sure students are remaining
skills used in those games, and how they engaged by checking that all
relate to games and sports played today. computers are still switched
off
Introductory discussion (Informal Assessment
to gather understanding of students’ prior Student: Facing the board
knowledge)- with the questions and
I will write two questions on the white board working together with their
and give students 3 minutes to discuss with peers to answer appropriate
the person next to them what they think are questions
suitable answers to the two questions.
The questions are- Resources: whiteboard and
What is Culture? Culture is the characteristics markers, computers to
and knowledge of a particular group of remain switched off until
people, encompassing language, religion, instructed
cuisine, social habits, music and arts.
What are some elements of Aboriginal
Culture? Art, music, games, weapons, stories,

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food, language, location, dance, shelter,

rituals
I will write their answers on the board under
each question and will add to it if needed. I
will then discuss the answers with the class,
providing examples of each answer to work
towards the students developing a deeper
understanding of Aboriginal Culture.
10min I will place students into 4 groups of 6 through Teacher: Explain the task to S
random numbering. the students, organise the
Each group will be given the name of a work groups and write the
traditional Aboriginal game and a number of questions on the board.
questions to answer which will be written on
the board. Student: Get into their
Questions include- selected groups and work
What is the name of your game? cooperatively to answer the
Where does the name come from? questions
Where was, the game created?
What is the history of your game? Resources: White board,
How many people can play the game at one markers and computers
time?
How is the game played? (Provide a diagram
or demonstration)
Students will be instructed to turn on the
computers and to use the internet to conduct
their research.
The 4 games are:
Koolchee, Borna Jokee, Gorri and Wana
15min Once each group has completed the Teacher: Explain the task to S
questions, I will instruct each group to create the students, making sure
a short 2-3 minute presentation, displaying they are facing me
the information about their given game. They
will be given the option to use a variety of Student: Work in groups to
display methods including, a power point create a presentation to
display, using the whiteboard, demonstrating, share their research findings
finding video clips on the internet or any other with the rest of the class
method that is appropriate to use in the
classroom. Resources: Computers, white
board, markers

20min Each group will present their Aboriginal game Teacher: S

through their chosen method. I will use this as
chance to assess students’ involvement in the Student: Work with their
presentation and to monitor how in depth their groups to show their research
information is and whether they successfully through their chosen
answered all questions. The rest of the class presentation method
will be encouraged to ask questions at the
end of each group presentation to ensure

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every student is left with a sound Resources: Computers,

understanding of each Aboriginal game. projector, white board,
markers, note pad, pen

5min Conclusion of the lesson will involve me Teacher: Settle the class T
asking the students to turn off the computers after the presentations and
and pack up their belongings, but remain in have questions ready to go
their seats.
I will ask questions to the class based from Student: Turn off the
their presentations which will allow me to computers and remain in their
develop an understanding of whether the seats until the teacher lets
students were listening to their peers during them leave
the presentations and to see how much
information they retained. Resources: notes taken
during presentations.

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References

Australian Bureau of Statistics, (2017). Disability, Ageing and Carers, Australia:

Summary of Findings, 2015 (Publication No. 4430.0). Retrieved from:

http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/4430.02015?OpenDocum

ent

Autism Speaks, (2018). Asperger Syndrome. Retrieved from:

https://www.autismspeaks.org/what-autism/asperger-syndrome

Bedrossian, L. (2018). Understand and promote use of Universal Design for

Learning in higher education. Disability Compliance for Higher Education, 23(10),

pp.7-7.

Bernacchio, C., & Mullen, M. (2007). Universal design for learning. Psychiatric

Rehabilitation Journal, 31(2), 167-169. http://dx.doi.org/10.2975/31.2.2007.167.169

Ghaziuddin, M. and Mountain-Kimchi, K. (2004). Defining the Intellectual Profile of

Asperger Syndrome: Comparison with High-Functioning Autism. Journal of Autism

and Developmental Disorders, 34(3), pp.279-284.

Johnson-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

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King-Sears, P. (2014). Introduction to Learning Disability Quarterly Special Series on

Universal Design for Learning. Learning Disability Quarterly, 37(2), pp.68-70.

National Centre on Universal Design for Learning. (2014). Three principles of UDL.

Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles

Stichter, J., O’Connor, K., Herzog, M., Lierheimer, K. and McGhee, S. (2011). Social

Competence Intervention for Elementary Students with Aspergers Syndrome and

High Functioning Autism. Journal of Autism and Developmental Disorders, 42(3),

pp.354-366.

Wenzel, C. and Rowley, L. (2010). Teaching Social Skills and Academic Strategies

to College Students with Asperger's Syndrome. TEACHING Exceptional Children,

42(5), pp.44-50.

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