Inclusive Education 102084

1714.1 Master of Teaching (Secondary)

Assignment 2

Student Number: 17715397

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 Part1

Autism spectrum disorder (ASD) is a neuro-developmental condition that affects how a

person sees and interacts with the world and other people around them. ASD varies from

person to person depending on many unknown factors and depending on the severity of the

students diagnosis on the ASD spectrum. This means that approaches to students with ASD

must be approached at an individual level that accounts for the student’s specific needs and

how they engage. The lesson plan has been changed to account for Skye’s (scenario 2)

needs. Skye has not been diagnosed with ASD but has various needs that that must be

considered.

Focus areas for Skye are her social connections and possible impulse control and simplified

instructions. Skye sometimes leaves the class to unsupervised areas which could be Skye

having troubles with her surroundings and needing a quiet space to self-regulate. This is

common for with students with ASD for they often have issues with ignoring sensory input

resulting in over stimulation (Griful-Freixenet et al,. 2017). To this end the teacher should be

careful to not over stimulate Skye with audio and visual stimuli. This can make engaging

Skye more difficult for she likes music and art, thus audio and visual stimuli will be the best

way to engage with Skye. Skye also has antagonistic relationships with her peers, this can

stem from Skye having difficulties with social ques and what is and is not polite to say

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(Larry et al., 2008). To address this research into Skye’s art and music is to be done and

some trial and error approaches will have to be made to find the best fit for Skye. Included in

the lesson plan are adjustments throughout that should engage Skye while not over

stimulating her and allowing her to build on her social skills (Griful-Freixenet et al,. 2017).

Skye often rips up her own work which could be related to a common problem for students

with ASD which is verbal cues or reading and comprehension (Katz, 2015). The first area is

verbal cues which is a common area that students with ASD struggle to accurately

interoperate. This means that students with ASD find it more difficult to understand and

interpret verbal information without aids (e.g symbols) (Capp, 2017). The use of visual aids

can help with instructions or respond to behaviours useful tool. An example for Skye could

be cards (for example boardmaker) that represent Skye’s feelings and one for her calming

space or calming actions. With a set area/method for Skye to calm down she or the teacher

can use this card to ask or indicate that she needs to go to her calming place and self-

regulate. These cards can also be used to show her current emotion at the start of the class

and during the lesson. This means that the teacher can simply look at where the emotional

cards go and judge how Skye is doing. Though this practice will take some time to

incorporate it will allow Skye to gain a deeper understanding of her feelings and their effect

on her. These cards will allow the teacher and Skye to better communicate and understand

Skye’s emotions and actions. With these cards the teacher can ask for Skye to use her

calming space where she can decide to go or stay and try to self-regulate. For this program to

be successful these cards must be used at home and school using the exact same symbols

(Basham et al., 2016). For if Skye has different cards at home and at school she will get

confused and may not properly understand every card. These cards should be used regularly

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and at roughly the same time in every class. This use of cards after implementing the basics

can be expanded to help with social cues.

Research has shown that students with ASD often find language to be confusing and prefer

pictures (Timler, 2013). This can result from learning difficulties (for example dyslexia) this

in turn could result in her not understanding the work and becoming frustrated and showing

that frustration. Though using pictures for Skye can be a double positive for it can help her

understand the content better while using stimuli that will engage her. To further help Skye

the activates have been broken down the activates into to five-minute blocks that should

allow Skye to not become over whelmed (Griful-Freixenet et al,. 2017). When incorporating

these five-minute blocks, the teacher can incorporate numbers that represent the activities for

the lesson. After each activity the teacher can remove a number allowing the students to see

that that activity is over and show how many transitions are left. From this the instructions

are broken down into smaller sizes with a focus on one specific task for example writing or

reading. Where the next task focus on the other aspect of the activity. For this lesson plan

mind maps are incorporated as a creative way for Skye to express herself (Mavrou &

Symeonidou, 2014). Though this may be difficult for Skye, she does have the option to

decline or be the one who creates the mind map for the class. This will allow her to engage

using a creative medium, with the use of spelling aids (internet or word).

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Skye has shown behaviours that indicate that she has problems with self-regulation. To

overcome this there should be a place that Skye can go to breath and self-regulate (Griful-

Freixenet et al,. 2017), built into the lesson. Over stimulation will often snow ball and thus a

quite area or process (two laps of the classes building, sand, calming actions, etc.) can be

used to self-regulate and avoid further incidents. This will allow for Skye to process the

stimulation without the need to process anything extra. This process is built into the lesson

plan at the half way point for it is easy to allow Skye to take a moment and self-regulate.

This though is an option that Skye can take for not every lesson she will feel the over

stimulated and the ability to choose is an important part of self-regulation and understanding

her feelings and emotions.

This lesson was modified based on observations and the use of Individualised Planning

Document website and complied into the Universal Design for Learning (UDL) framework

(Vitelli, 2015). This lesson plan was designed to test a range of different ways to present

information and modes for representation within the lesson. From this the teacher can work

on informal assessments and evaluate the lesson and the ULD framework. From this the

teacher can revaluate the Individualised Planning Document and UDL for an effective lesson

design.

To incorporate these changes and modifications into the classroom an understanding of UDL

is needed. The teacher must remember that the UDL framework is based on the principle that

every student is different and thus every student will learn differently and the same method

will not work on every student (Capp, 2017). Thus, how the teacher creates lesson plans

must allow for students to have the same opportunities to learn. This means that the teacher

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must create multiple means of representation, engagement and expression in every activity.

An example of this is when explaining the activity, the teacher represents this activity

visually while also explaining the activity verbally. This though can lead to over stimulation

for some students and thus focusing on the method that they understand the most and

ignoring the other method will allow for the student to access the education they deserve.

The principle behind UDL is to give every student equal opportunities to learn within the

education system. When this framework is done properly and effective students are able to

engage with the resources and support material that work with their strengths and support

their weaknesses (Katz, 2015). This is where multiple means of representation come into

play for students and teachers. For all students with ADS have different strengths and

weaknesses and thus will engage and disengage in different ways depending on the student.

Thus, providing students with different options will allow the students to choose the way

they process information they prefer.

This then leads to multiple means of representing this information, this allows the students to

present the information they learnt in the mode they want. For example, Skye enjoys arts and

thus allowing her to create a digital mind map will allow her to represent the information in a

model that she engages with (Mavrou & Symeonidou, 2014). This allows for students to

learn based on their strengths and show their abilities while learning difficult concepts. This

will in turn allow for students to obtain a deeper understanding these concepts. These actions

will have a positive effect for other students who may have weaknesses with certain modes.

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The last principle of UDL is multiple means of engagement, this is closely related to the

other two principles. For if students are engaging with the content and represent the

information in an engaging way for them then they have engaged in the lesson. Though

student’s motivation and engagement vary depending on various factors (Johnson-Harris &

Mundeschenk, 2014). These factors are range from personality, culture, interest and previous

knowledge. Thus, providing multiple means of engagement allows for more relevance on

concepts and activities while allowing choices in activates and tools. For best practice the

students can participate and offer suggestions for what would engage them along with their

personal and class goals. This allows for personalisation and relevant context for the

students.

ULD allows the teacher to focus on the student’s strengths and what they can do. There are

three concepts of UDL, representation, expression and engagement. This allows the students

to understand the information in the medium that suits them. For this lesson Skye responds

to visuals and so they have been added to allow her to understand the information better.

This form of expression allows for the students to show what they learn in the style of their

choosing. During this lesson there are options for Skye to help create the classes digital mind

map where she can use her arts skills. Finally, there is engagement for every student engages

differently for the lesson plan art and creativity is used to engage Skye. ULD is not perfect

for it requires the teacher to constantly preform informal assessments and adjust the students

ULD plan depending on the student’s response to the stimulus. For every student being

different the teacher must try multiple styles to find what works best. Thus, Individualised

Planning Document can be used to generate ideas and best practices. This will allow for

multiple options for the teacher to try different approaches to find the best match for the

class.

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 Part 2
Lesson Plan

Focus area: Stage of Learner: 5 Syllabus Pages:

Revision

Date: Location Booked: Lesson Number: 5

20/10/2017 Classroom

Time: 60 minutes Total Number of students Printing/preparation

28 PowerPoint

Outcomes Assessment Content

Syllabus outcomes Lesson assessment

(quiz, questioning, Revision
written piece)
acquires and processes geographical
information by selecting and using
 Changing places
appropriate and relevant geographical
tools for inquiry GE5-7
Ability to write a  urbanisation
paragraph

Learning across the curriculum content Explicit subject specific concepts and tools

Difference and diversity Place

Work and enterprise Space
Literacy Statistics
Environment
Sustainability
Interconnection

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 Time Teacher Student

5 minutes Set up six transition numbers for the lesson. Come in and take books out.
Come in and settle students down. Check Skye’s emotion  Engage in a discussion on
card (and recheck every five minutes). Have students go what slums are
over class room rules. Direct students to get books out and
start a discussion on what slums are:
 Ask what is a slum?
 What are the living conditions in slums?
 Why do people live in slums?
 Use Photos as stimulus material

5 minutes PowerPoint- revision – why people live in slums  Write down information

 Lead a discussion on why slums are created and

what forces people to live there

10 How to write an extended response  Identify parts of a

minutes paragraph
Allow students to listen to music for this activity (if the
Brake students have followed the class rules)
into two
 Explain how to write an extended response
activities’
 Using prepared sentences students are to identify
paragraph structure or allow students to create
their own ideas for an extended response.

Split/ change activity

 Have the students create proper paragraphs with
an option of one odd paragraph out of order but
still makes sense

10 Think Pair Share– Issues caused by rapid urbanisation  Form pairs and brainstorm
minutes strategies
 Have students discuss what issues are caused by  Provide answers
Brake urbanisation
into two
activities’
Split/ change activity for the share part
 Create a digital mind map on the board
 Ask Skye if she wants to create a digital mind map

Check Skye’s emotion cards. Ask Sky if she needs five 

minutes to breath.

15 Consequences and Strategies to create sustainable futures  Identify consequences and

minutes strategies of urbanisation
 Provide instructs
 5 minutes on Consequences
 5 minutes on Strategies

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  Create a mind map
 Ask Skye if she wants to create a digital mind map


10 One item learned to day  Write a paragraph

minutes
 Instruct students to create an item on any ideas
they got from the mind map. (if they want in can be
a paragraph)

5 minutes Five quick questions  Five quick questions

1) Five questions on the lesson

a) Pick two students and ask them to write two questions
on the lesson
b) Ask another student to write a question about a general
fact

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 Reference List

Basham, J. D. & Smith, S. J. & Satter, A. L. (2016). Universal Design for Learning: Scanning

for Alignment in K–12 Blended and Fully Online Learning Materials. Journal of

Special Education Technology, 31(3), 147-155. DOI: 10.1177/0162643416660836

Capp, M. J. (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. DOI: 10.1080/13603116.2017.1325074

Griful-Freixenet, J. & Struyven, K. & Verstichele, M. & Andries, C. (2017). Higher

education students with disabilities speaking out: perceived barriers and opportunities

of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-

1649. DOI: 10.1080/09687599.2017.1365695

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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Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning:

effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms

K-12. International Journal of Inclusive Education, 19(1), 1-20. DOI:

10.1080/13603116.2014.881569

Larry, J. Kortering, L. J. & McClannon, T. W. (2008). A Look at What Algebra and Biology

Students with and Without High Incidence Conditions Are Saying. Remedial and

Special Education, 29(6), 352-363. DOI: 10.1177/0741932507314020

Mavrou, K. & Symeonidou, S. (2014). Employing the principles of universal design for

learning to deconstruct the Greek-Cypriot new national curriculum. International

Journal of Inclusive Education, 18(9), 918-933. DOI:

10.1080/13603116.2013.859308

Timler, G. R. (2013). Interventions to Support Social Communication Skills. Interventions

for Autism Spectrum Disorders, 2(13), 283-302.

Vitelli, E. M. (2015). Universal Design for Learning: Are We Teaching It to Preservice

General Education Teachers?. Journal of Special Education Technology, 30(3), 166-

178. DOI: 10.1177/0162643415618931

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