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Assignment 2: Case Study and UDL

Leslie Bowens is 16 years old and is a student in Year 11. She has been diagnosed with mild

depression and also suffers from some forms of anxiety. While depression may not sound as

serious as other learning disabilities, it in fact, has serious implications upon the learning

ability of the student. Depression is a common mental illness which affects many people

around the world. Due its nature, it affects the physical health and well-being of a person too.

Some of the problems that depression causes include feelings of sadness or emptiness,

insomnia, feelings of being clingy as well as some cognitive difficulties (Pietrangelo &

Cherney, 2017). When observing Leslie in the classroom, some of these problems were

visible. Leslie’s facial expressions were always very distraught, her face would usually be

pinkish-red and eyes swollen and tired from constant crying. Her school attendance was

average and she found it hard to get along with the other students in her class. The way Leslie

did her work in school was also different, while other students used exercise books she used

her laptop to type out her school work. Too much worksheets in class also made her anxious

and most of these had to be sent to her computer so she had a soft copy to go by. This caused

some tension between her and the other students in her class as some of her peers did not

understand her depression nor take it seriously, which at times caused bursts of anger and

heated conversation between Leslie and her peers. Situations like this can be very sensitive in

the classroom and it is important for the teacher to intervene and be able to create and

manage an environment which supports the needs of the affected child (Leslie), while also

addressing sensitive cases in the class. Leslie has demonstrated the ability to complete set

tasks, however sometimes requires encouragement which she is not always open to.

Nevertheless, if dealt with her in a way which she understands, her cooperation is always

highly valued.

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Due to the effects that depression can have on student’s abilities in school, teachers need to

ensure that there are a range of accommodations they can make to the classroom climate as

well as differentiations in lesson and strategies which will benefit the student (Crundwell &

Killu, 2010). Some strategies that teachers can use for students who suffer from depression

include giving them frequent feedback on academic and behavioural performance. This

particular strategy had proven to be successful with Leslie as she preferred to have one on

one time with the teacher and responded well to feedback that was given to her in a respectful

and considerate manner. Depression can also lead the affected student to become lonely and

reserved from friends, in the classroom Leslie has one friend whom she depends on a lot and

when he would be absent, her actions indicated a call out for help. This included wanting to

do group work with other girls in her class whom she was able to get along with, she did not

want to be left alone. It is important that such issues are addressed as students with

depression often experience difficulty in social interaction and their changes in mood can

often affect this (Crundwell & Killu, 2010), as demonstrated in the case with Leslie.

For students who have learning difficulties such as this case with depression and anxiety, it is

necessary for a system in the classroom which addresses the needs of the particular student,

yet in a way which does not disadvantage the learning of the remaining students in a class.

One way that teachers can create such a setting is by incorporating elements of the Universal

Design for Learning (UDL) framework, into their teaching practices. UDL is a system which

is based on the idea of universal design, the concept that people with all ranges of capabilities

should have access to the same services and products (Johnson-Harris, 2014). In a classroom

environment, this simply refers to establishing classroom practices which cater to all

student’s needs (Johnson-Harris, 2014). This includes adopting various approaches such as

being flexible in content presentation, pedagogies which keep students engaged, ensuring

communication is clear and supporting all students through their ranging capabilities

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(Johnson-Harris, 2014). The UN highlights that students with disabilities should not be

excluded from education, thus, if a system like the UDL framework is followed, it will fit

teaching into a ‘one size fits all’ approach (Al-Azawei, Serenelli & Lundqvist, 2016).

The lesson plan used for a Year 11 Modern History class can be modified to demonstrate

some of the adjustments which can be made for Leslie. The original plan is made for a double

period lesson studying the events leading to the fall of the Romanov Dynasty. The lesson

includes recapping the previous content through a worksheet, discussion on one of the events,

followed by a group gallery walk and a research task. Before applying any adjustments for

Leslie, it is important for teachers to understand the nature of the UDL framework. This

framework focuses on the limitations of the learning environment rather than the limitations

of the learner, thus making it more accessible to various classroom styles around the world

(Al-Azawei, et al, 2016). This should be implemented in classrooms in accordance with the

three principles of UDL; representations, expression and engagement (Al-Azawei, et al,

2016). Representations includes presenting the content through various forms rather than just

text or content and this aspect can be modified in the lesson plan through the worksheet.

Rather than just providing students with a worksheet with blocks of information to recap on,

this worksheet can be broken up into smaller sections which are more manageable and

engaging for the students (Teaching for Inclusion, 2018). Breaking a worksheet into smaller

sections is something that works with students who carry depression as it is not a block of

information handed to them. This worksheet can have a blank column on the left hand side

with key points of information on the right, with the information that the students need for

recap. This can be accompanied by a video clip which will enhance students’ interest, as well

as using the clip to jot down notes in the blank column in the worksheet, thus creating a set of

notes and key information for themselves. This process can also work for students like Leslie,

who is not able to cope with too much worksheets and too much information. Rather,

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applying this broken down system not only provides the students with information in various

ways but targets all students, rather than singling out the one child.

The engagement principle can be applied to the lesson through a number of ways. This is

perhaps one of the most important points to consider for Leslie, as students with anxiety

issues and depression often lack in classroom participation, as well as engagement with peers

and content. For individuals who suffer from depression, there is greater sensitivity towards a

lack of belonging to others. Due to the fact that social encounters are important to one’s

wellbeing, the lack of it or the struggle that some with depression or anxiety experience in

this process can heighten their sensitivity towards it (Steger & Kashdan, 2009). In terms of

engagement in the classroom, Leslie did not really get along with others in her class except a

few whom she reached out to when her only friend would be absent. Despite just having just

one friend in the classroom, it proved to be a sense of moral support for Leslie, however,

teachers need to take this into more consideration in the classroom.

Modifying the lesson in light of this principle can be done so by activities which maintain

students’ interest in the lecture. One way this has already been adjusted is by adding a video

on to the recap session, as the use of a stimulus will help students to think and recall

information. Another way this can be achieved is through modifying the discussion. Initially

the discussion was to come about after the teacher explains some content and initiates

questions to stimulate the students’ minds. Once this has been completed students can pair up

and ask their pair a question they have about the content. This can be a question about

something they did not understand or a certain area they would like to learn more about or

just general inquiry questions. The purpose of this is to initiate some discussion with the

students in their pairs and to listen to and give opinions on the content. The reason this can

work well under the engagement principle is because not only does it pause from the teacher

delivering the content in lecture format, but also gives the students a break and turn the

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discussion into something move active and structured amongst themselves. The question that

the students ask can be re-asked at the conclusion of the lesson to see if the answer has come

up or to be addressed in the next lesson. Another activity which also categorises under this

principle is the gallery walk activity, however this can be modified a bit more to ensure

Leslie is comfortable in the task. The original task includes 4-5 sources to be laid out on a

table each. They include photographs, illustrations, statements, diary extracts etc. Students

are given a worksheet which has a table on it with the relevant subheadings. Students are to

move around in small groups and analyse each source, filling in the relevant sections in the

table as they go. Time will be allocated for each source, once the teacher calls out “swap”,

student groups are to switch places and move to another source station. This particular

activity is engaging for students as it gets them up and moving around the classroom to

complete the task. It also gives them the opportunity to work in small groups and collaborate

with each other through discussion and analysis of sources. In this activity, modifications can

be made by providing prompt support to her group to generate analysis of the source as well

be there for her moral and motivational support (Teaching for Inclusion, 2018). This should

be done through a group means, rather than approach Leslie one-on-one and assist her as that

can sometimes aggravate her as she feels singled out. Instead approach her within the group

and provide her with feedback on her performance separately after the class, as that is one

way she cooperates and is able to work with.

The third principle of the UDL framework is expression which needs to be modified into this

existing lesson plan. To provide a means of expression for students is critical as not all

students learn in the same way and require differentiation which addresses their capabilities

(Al-Azawei, et al, 2016). The final part of the original lesson was the research task, however

this can be made more creative in order to generate more enhanced responses from students

as well as keep them engaged. Instead of researching a question and writing about it, they can

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present that information through any multimedia form they prefer. Whether that is through a

poster, a multimodal presentation or something creative with the use of their computer. This

not only interests all the other students as they are given an opportunity to choose their own

medium and form of expression but also specific to Leslie, as she is creative and often creates

detailed and abstract artwork which represent her depression and feelings of anxiety that she

goes through.

The modifications made to this lesson should be beneficial to all students as is the purpose of

applying the UDL framework. To ensure that all students feel included and that there abilities

are being acknowledged and catered to will benefit the classroom climate as a whole. It is

important that Leslie and others like her do not feel singled out when it comes to

differentiating their needs, yet should be done so in a way which addresses a whole class

approach.

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PART 2: Lesson Plan

Key:

Representation

Engagement

Expression

Modern History: Year 11 MH11-3, MH11-4,

The ‘Bloody Sunday’ event and The Stage 6 MH11-5, MH11-6,

October Manifesto (leading to the fall of the Period 3 and 4 MH11-7, MH11-8

Romanov Dynasty)

Timing Organisation Detailed Lesson

5 mins Mark roll, students Students take out their books and materials

settle down as teacher marks the roll

20 mins Recap Students are given the worksheet which will

Worksheet help them recap the events of ‘Bloody

Video Sunday’ which was studied in the last

lesson. The worksheet is broken into 2 parts,

the right hand side has key points in dot

form of the events. The left hand side has a

blank column situated side by side with the

text, where students will add in their

notes/information as watching the video

clip.

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15 mins Content Teacher shows images and information text

PowerPoint on the board through PowerPoint about the

next event: The October Manifesto.

Students take turns to read out loud the

information on the slides and teacher to

pause, explain and draw out key points.

Students get into pairs and engage in

discussion. Students are to come up with a

question they have about the information

just explained. This could be a particular

area they want to learn more about or a

question they have which they can discuss

with their partner.

30 mins Gallery Walk Students are given table worksheets.

Sources Students break up into smaller groups of 3-4

Table Worksheet and start off at a table with a source on it. In

groups they are to discuss and analyse the

source, filling out the table as they go.

When the teacher calls out “swap” groups

are to move to a different source.

As each group is working on the source,

teacher to walk around and assist each

group. Teacher to guide the groups through

the analysis and offer moral support as well

as positive reinforcement.

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30 mins Research Students use their laptops to conduct

Laptops research on the following:

Q. Using the information you have studied

about some key events in Tsarist Russia,

how would you consider these events and

the role of Nicholas II as evidence of his

poor leadership?

Present your information through a chosen

medium. Answer the above question

through the presentation of a poster

(through an application), a PowerPoint

presentation, a Multimodal format etc.

Remember to be creative!

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References

Al-Azawei, A., Serenell, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL):

A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015. Journal of

the Scholarship of Teaching and Learning, 16 (3): 39-56. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1104867.pdf

Crundwell, R. A. M., & Killu, K. (2010). Responding to a Student’s Depression. Educational

Leadership: Interventions that work, 68 (2); 46-51. Retrieved from

http://www.ascd.org/publications/educational-

leadership/oct10/vol68/num02/Responding-to-a-Student%27s-Depression.aspx

Johnson-Harris. (2014). The effects of Universal Design for Learning on the academic

engagement of Middle school students. Dissertation, Southern Illinois University

Carbondale. Retrieved from

http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1830&context=dissertations

Pietrangelo, A., & Cherney, K. (2017, September, 11). The effects of Depression in your

body. Health-line. Retrieved from

https://www.healthline.com/health/depression/effects-on-body#1

Steger, F. M., & Kashdan, B. T. (2009). Depression and Everyday Social Activity, Belonging

and Well-Being. J Couns Pshycology, 56 (2): 289-300. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860146/

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Teaching for Inclusion. (2018). Development – D5 Depressed Mood. Retrieved from

http://web1.modelfarms-h.schools.nsw.edu.au/learningtraits.php?page=development-

depressed-mood

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