102084 Assignment 2 18575907

102084: Assignment 2: Case Study

Additional needs within the classroom is a term used to indicate that a child
requires additional support, resources or services so that they can participate
fully and on the same basis in education, as those without additional needs
(Department of Health and Ageing, 2010). To accommodate for all students
including those with additional needs, adjustments and changes could be made
in lessons, assessments, activities and pedagogy. This paper is based on a student
who has been observed who has dyslexia. The learning needs and strengths of
the student will be justified, through the observations made and with the
assistance of academic literature. The final section of this paper will justify the
approaches and adjustments required to include the student in a lesson by
referring to literature and incorporating the three principles of Universal Design
for Learning (UDL). The adjustments and three principles of the UDL framework
will then be applied to a successful lesson plan to include the student and
accommodate for their learning needs and requirements.

Dyslexia is defined as a learning difficulty in which the individual struggles with

some or all of the facets of reading and spelling over a prolonged period of time
(Australian Dyslexia Association, 2014). It is important to note that dyslexia is a
difficulty with language, not with intelligence (Wadlington, Jacob & Bailey, 1996).
The primary symptoms of dyslexia are (ADA, 2014, pp.1):

Problems learning the letter sounds for reading and spelling;

Difficulty in reading single words;
Lack of fluency;
Reading slowly with many mistakes, and;
Poor spelling.

Dyslexia is hereditary and students with dyslexia experience a difference in the

way their brain processes information (ADA, 2014). Dyslexia is on a continuum
and no two students with dyslexia are the same. Due to the neurobiological
nature of dyslexia there is no cure, however, with appropriate evidence based
102084 Assignment 2 18575907

instruction aimed toward the students learning needs, learning can be

promoted, students can engage and outcomes can be achieved.

The student who was observed is a 16-year-old male. While he was diagnosed
early with dyslexia and received sufficient support from his family and the
school, he still struggled with adequately processing information and
understanding concepts. He has a range of learning needs that must be taken
into account when planning a lesson, activity or assessment task. For example,
the student begins to switch off when completing a task for a prolonged period of
time. The student gets bored due to a lack of engagement and consequently,
often does not pay attention. As a result, he needs fun and thought-provoking
activities. Wadlington et al. (1996) argue that students with dyslexia require
lessons that incorporate multisensory instruction and need shorter lesson
activities and assignments (Wadlington et al. 1996).

Further, the student avoids reading and disengages from class discussions. He
has lower self-esteem than other students and lacks confidence in an educational
setting. This is widely acknowledged within the research, as Willcutt &
Pennington (2000) as cited in Terras, Thompson & Minnis (2009) suggest that
the academic underachievement of students with dyslexia may predispose
students to become more anxious, withdrawn, depressed and are more prone to
low self-esteem and confidence. Further, the University of Michigan (2017)
argues that students with dyslexia are often not confident in an academic
environment, leading to a poor self-concept and lead them to become pessimistic
at school. All students, especially students with dyslexia therefore, require a
positive learning environment where they are encouraged, helped and their
input is respected.

The student also has difficulty forming connections between concepts and often
gets confused. He struggles with using pieces of information to form a response,
judgement or analyse a problem, and as a result, in the classroom, the student
shuts down, switches off and disengages from learning. This point is argued by
102084 Assignment 2 18575907

Chinn & Ashcroft (2017) who state that students with dyslexia have difficulties
understanding and processing information due to the following characteristics:

Directional confusion;
Sequencing problems;
Poor short-term and working memory, and;
Speed of working.

Further, research by Joffe (1981) which looks at students with dyslexias

mathematical performance, claims that difficulties with learning, understanding
information and retention are linked to known deficits with the learning style of
many students with dyslexia, for example, poor short-term memory and poor
organisational and sequencing skills.

While students with dyslexia may experience some difficulties in retaining

information, making connections and understanding, these students also have a
variety of strengths and interests that must be tapped into in order to promote
learning, engagement and achieve outcomes. The student who has been
observed is highly creative and is able to construct different ways of thinking
about problems. He prefers to learn how to solve a problem, rather than to rote
learn or being told what the solution is. These strengths of students with dyslexia
are highly referenced and justified throughout academic literature. Wadlington
et al. (1996) argue that many students with dyslexia display creative
characteristics and are highly visual learners. These unique abilities and learning
methods often make them successful in art, science and technical fields.

Further, academic research provides evidence that a noteworthy number of

students with dyslexia have significant specific visual-spatial talents (Krolyi,
Winner, Gray & Sherman, 2003). Participants in Krolyi et al. (2003) looked at
line drawings of figures and indicated which ones represented possible objects
(ones that could exist in a 3D setting) and impossible ones. The findings of
Krolyi et al. (2003) justify the argument, which states students with dyslexia
have strong visual-spatial talents. Students with dyslexia in this study proved
102084 Assignment 2 18575907

significantly faster at recognising impossible figures, as being impossible, and

their greater speed did not lead to a sacrifice in accuracy.

Finally, while the observed student does get frustrated when he does not
understand a concept, idea or activity and switches off, this does not equate to
being lazy. In fact, he is quite the opposite and is determined to understand the
content, but to do this he requires alternate methods of teaching where his
individual needs are catered to. Williams & Lynch (2010) argue the point that
students with dyslexia are often reprimanded for not trying and accused of being
lazy or unmotivated. Often students with dyslexia have limited academic success
and this can lead to frustration and avoidance of academic material. Educational
providers often perceive this as being lazy, which is not always the case. Another
common strength of students with dyslexia, therefore, is their determination to
understand content. It is important for teachers to understand strategies that are
not only helpful, but also necessary for unlocking the language, literacy and
numeracy processes for students with dyslexia (Williams & Lynch, 2010). In
order to facilitate learning for the student, the Universal Design for Learning
framework will be applied to a lesson and justified in the following section.

Universal Design for Learning (UDL) is a tool used within educational settings by
teachers to ensure that all students, regardless of additional needs, are able to
participate fully and equally within the classroom (Vitelli, 2015). UDL focuses on
the learning needs of all students in the classroom and is frequently highlighted
as an educational approach that facilitates inclusion. The UDL framework
consists of three principles (Vitelli, 2015, pp. 167):

Provide multiple means of representation;

Provide multiple means of action and expression, and;
Provide multiple means of engagement.

Respectively, these three principles look at various ways of acquiring

information and knowledge, providing learners with alternative methods for
demonstrating what they know and tapping into learners interests by offering
102084 Assignment 2 18575907

appropriate and suitable challenges and increasing motivation (National Centre

on Universal Design for Learning, 2014). Based on these three principles and
academic literature, accommodations and adjustments will be made for all
students, including the observed student with dyslexia, in the Percentages
Lesson Plan.

One of the main learning needs of the student with dyslexia is ensuring lesson
activities are fun and engaging by incorporating multisensory instruction
(Wadlington et al., 1996). Within the revised lesson plan, students have the
option of engaging in a discussion, completing examples from the textbook,
completing a worksheet, creating a percentage-based game or playing an
interactive percentage game on a device to show their understanding. Students
can also interchange between activities once they feel they are ready to move on
or are seeking a different activity. All of these activities seek to encourage
students to solve problems rather than being told the solution, and creating a
game could tap into the creative side of the observed student. Providing
information that is auditory, visual and kinetic sends information along multiple
pathways to the brain (Williams & Lynch, 2010). All students, including students
with dyslexia should be encouraged to explore ways to demonstrate their
learning in areas of his or her special talents (Williams & Lynch, 2010; Exley,
2003). This approach corresponds with the principle of the UDL framework,
provide multiple means of action and expression, whereby learners are
encouraged to show what they know through multiple forms.

In addition, to acquire new knowledge and information, students have the option
of watching the video or looking through the information booklet that the
teacher has made. Not only do these adjustments take into account the learning
needs of the student with dyslexia, who may want to choose what works best for
them (Williams & Lynch, 2010) it also uses the UDL framework and provides
multiple means of representation so that all students have the potential to
understand the content.
102084 Assignment 2 18575907

Further, adjustments have been made throughout the lesson that takes into
account the poor self-esteem and confidence that the student with dyslexia
exhibits (Terras et al. 2009). Throughout the lesson, students are encouraged,
high expectations are enforced and their strengths are praised (Wadlington et al.,
1996). Further, there will be no pressure on students to participate in
discussions; they will be welcome to listen, rather than actively discussing.

Students are also encouraged to participate in a discussion about how

percentages are relevant to their individual lives, and where they have seen
them in action. For all students, including the student with dyslexia, this could
tap into their interests and assist with their level of engagement in the classroom
(Wadlington et al., 1996; Williams & Lynch, 2010). This adjustment links to UDL
and provides multiple means of engagement for all of the students, including
those with additional needs such as dyslexia.

Finally, the percentages lesson plan includes clear and explicit lesson sequencing
that is explained to the students. Connections between aspects of learning are
made abundantly clear, which is crucial for all students in order to promote
learning and achieve outcomes. Also, at the beginning of the following lesson,
revision on percentages will take place. It is imperative for the student with
dyslexia, and all students, that teaching is organised, explicit, direct and
systematic (Williams & Lynch, 2010). According to the Specific Learning
Difficulties Association (2015) students with dyslexia often have problems in
mathematics classrooms with sequencing, processes and methods of working
and often forget instructions and explanations. Consequently, adjustments were
made to the percentages lesson where the expectations and sequence of the
lesson is clarified and listed on the board, which is visible for all students. Not
only does this approach assist the student with dyslexia, it also provides clear
instructions for all students.

In conclusion, the student with dyslexia has a wide range of needs and strengths
that can be used to adjust lessons and activities to ensure engagement and
understanding. The UDL framework and academic literature used within this
102084 Assignment 2 18575907

paper justify the approaches taken in the lesson plan adjustments. While these
approaches focus on the needs of students with dyslexia, they can be beneficial
for all students, regardless of additional needs. Teachers are faced with the
difficult task of differentiating instruction in the classroom to suit the learning
needs of a wide range of students. While this is challenging, with appropriate
evidence-based instruction in the classroom and school environment, it is
possible.
 102084 Assignment 2 18575907

Percentages Lesson Plan*

Time Teaching and learning actions Centred

T/S
Intro Mark Roll. Engage in an explicit overview of what the lesson will entail.
The expectations and lesson sequence should be clarified and listed on Teacher
5 minutes the board. Explain that by the end of the lesson students should feel
more confident about finding percentages of given quantities and
understand the practical application of percentages.

Body Class discussion

Student
10 minutes Facilitate brief class discussion of the everyday use of percentages.
Encourage students to talk about where they have seen percentages in
action

Make the connections between percentages, fractions and parts of

100 abundantly clear.
Video and Activities
Teacher and Student
10 minutes Pass around information booklet on percentages. Explain that students
can work through the booklet or watch a video. Play the YouTube
video: How to understand percentages. Pause throughout and ask
questions, emphasise and explain key points that may appear wordy or
confusing.
20 minutes Review Understanding Teacher and Student

Use the Smartboard to provide examples of percentages in action and

engage in a discussion.

Students also have the option to work on questions from the textbook,
do a worksheet, create a percentage-based game or use a device to
play an interactive percentages game rather than engage in the
discussion, if they feel they will learn better. Students are able to
interchange between tasks. Encourage students, enforce high
expectations and provide support. Ensure learning and problem-
solving is encouraged, rather than giving the answer.
Conclusion Summarise the key points of the lesson, emphasising the importance of
percentages in everyday life.
10 minutes
At the beginning of the next lesson, ensure that there is revision on
percentages.

* Lesson adjustments are highlighted in yellow.

102084 Assignment 2 18575907

Reference List

Australian Dyslexia Association (ADA). (2014). What is Dyslexia? Australian

Dyslexia Association. Viewed April 11, 2017, from,
http://dyslexiaassociation.org.au/how-is-dyslexia-evaluated

Chinn, S. & Ashcroft, R.E. (2017). Mathematics for Dyslexics and Dyscalculics: A
Teaching Handbook (4th ed.). West Sussex, United Kingdom: Wiley
Blackwell.

Department of Health and Ageing. (2010). Children with Additional Needs.

Commonwealth of Australia: Department of Health and Ageing. Viewed
April 9, 2017, from,
http://www.responseability.org/__data/assets/pdf_file/0020/4862/Childr
en-with-Additional-Needs.pdf

Exley, S. (2003). The effectiveness of teaching strategies for students with

dyslexia based on their preferred learning styles. British Journal of Special
Education, 30(4), 213 220.

Joffe, L. (1981). School mathematics and dyslexia: aspects of the interrelationship.

PHD thesis, Aston University.

Krolyi, C., Winner, E., Gray, W. & Sherman, G.F. (2003). Dyslexia linked to talent:
Global visual-spatial ability. Brain and Language, 85(3), 427 431.

National Centre on Universal Design for Learning. (2014). The Three Principles of
UDL. National Centre on Universal Design for Learning. Viewed April 15,
2017, from http://www.udlcenter.org/aboutudl/whatisudl/3principles
102084 Assignment 2 18575907

Specific Learning Difficulties Association. (2015). Dyslexia and Maths. Specific

Learning Difficulties Association of South Australia. Viewed April 14, 2017,
from http://www.speld-sa.org.au/information/dyslexia-and-maths-
topmenu-108.html

Terras, M.M., Thompson, L.C. & Minnis, H. (2009). Dyslexia and Psycho-social
Functioning: An Exploratory Study of the Role of Self-Esteem and
Understanding. Dyslexia, 15(4), 304 327.

University of Michigan. (2017). Dyslexia Help Students Strengths and Interests.

University of Michigan. Viewed April 13, 2017, from
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-
interests

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.

Wadlington, E., Jacob, S. & Bailey, S. (1996). Teaching Students with Dyslexia in
the Regular Classroom. Childhood Education, 73(1), 2 5.

Williams, J.A. & Lynch, S.A. (2010). Dyslexia: What Teachers Need to Know.
Kappa Delta Pi Record, 46(2), 66 70.