102084 Inclusive Education

Assignment 2: Case Study and Lesson Plan

Part 1. Universal Design for Learning and Case Study
Chloe is currently in year 10 and is fifteen years-old. She is misunderstood and her academic
underachievement is attributed to disengagement and lack of effort. These views on Chloe
have newly changed due to her recent diagnoses. Chloe has been diagnosed with dyslexia and
experiences a significant privation of confidence and self-esteem within the classroom
setting. The definition of dyslexia refers to both the abilities and difficulties of a learner as,
‘‘it affects the learning process in one or more reading, spelling and writing’’ due to a
limitation in ‘’speed processing, short-term memory, sequencing, spoken language and motor
skills’’ (Pavey, 2007, p.5). Dyslexic learners may also experience difficulties with, ‘’auditory
and/or visual perception’’ and may also struggle in mastering a language inclusive of
alphabetical, numerical or musical (Pavey, 2007, p.5). However, due to the changing
perceptions of disability as a deficit and a focus on strength-based approaches, dyslexia also
refers to the practical and creative learning style of learners which need to be supported and
fostered. The diagnosis of special education needs (SEN) and dyslexia poses a variety of
challenges for educators and stake holders as the profile of these learners and their challenges
will vary. (Reid, 2013). Therefore, the learning needs of individual dyslexic students and
those with SEN need to be individually supported and differentiated.

Chloe’s dyslexia diagnosis does not determine her academic capabilities as she has
significant strengths and abilities which enable learning to work in a way which is relevant
for her. Chloe prefers a ‘visuospatial/kinaesthetic’ learning style which means she has the
substantial ability to analyse, perceive and understand forms of visual information (Exley,
2003). She enjoys history as it substantially focuses on source images and artworks within
visual arts. Chloe has the ability to articulate and communicate efficiently within class
discussions, however, she needs to feel supported and valued within the class to do so (Exley,
2003). She is extremely creative and attempts to apply this creativeness within problem-
solving activities as she has the ability to see things in ‘the bigger picture’ and prefers this
instead of focusing on specific details of a larger idea. She is able to connect information and
resources from a range of subjects as she can make connections where they may be often
missed by the teacher or her peers. Learning activities which involve moving around the
classroom, exploring different work stations or working across the school and not within a
specific classroom allow Chloe to utilise multiple senses at once which enable transformative
learning experiences (Politt et al., 2004). When teachers implement and teach using the

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preferred learning styles of individuals and dyslexic learners such as Chloe, ‘’they not only
increase their academic attainment but also improve their attitudes to learning and
behaviour’’ (Exley, 2003, p.219).

Teachers are required to ‘retrofit’ their instructional strategies, assessment methods and
curriculum access points in order to accommodate for learners with diverse needs, including
those with dyslexia. The Universal Design for instruction (UDI) is a retrofitting approach
which redesigns instruction, learning and course design in order, ‘’to be accessible to the
maximum number of people’’ and not just those with dyslexia (Shaw, 2011, p.21). Although
educators proclaim that it is too difficult to implement components of the UDI, it evidently
benefits all learners, subject faculties, and teachers themselves as it reduces disruption,
accommodation and planning time (Williams, Evans, & King, 2012). UDI does not negate
the need for individual accommodations, however, retrofitting course content and design may
reduce the need for supplementary accommodations (Shaw, 2011). It emphasises on the
individual strengths of students and minimises potential academic challenges for learners
(Williams et al., 2012). It ,‘’moves the paradigm relating to instructional access form
accommodation to full inclusion’’ and promotes the notion that educational should be
accessible for all learners within a regular classroom, void of segregation and exclusion
(Shaw, 2011, p.23). UDI enables the opportunity for learners with disabilities to experience
the sameness as their peers and also assists students with temporary illnesses, diverse
backgrounds, learners styles, and limited English proficiency. The UDI approach is
implemented through three different components and principles which are ‘multiple means of
representation’, ‘multiple means of engagement’, and ‘multiple means of expression’ (Shaw,
2011).

Multiple means of representation is an essential component of UDL as it enables learners to

acquire information and content through a variety forms of representations (Shaw, 2011). It
emphasises on the need for learning to be redirected from a teacher authoritarian perspective
which focuses on writing and reading to creative holistic methods of pedagogy such as
stimulations, electronic materials, and multimedia which support the needs of diverse learners
(Shaw, 2011). Heelan (2015) asserts that multiple means of representation refers to,
‘’learning which is designed to accommodate a wide range of individual students with
different abilities’’ as it is flexible and varied through incorporating choice on the means of
methods which students are able to achieve outcomes (p.5). Learners with diverse needs

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including those with dyslexia should not be considered incapable of completing specific tasks
and learning activities, instead they should be enquired on how they are able to complete a
task successfully (Heelan, 2015). Dyslexic learners are capable in reaching all learning
outcomes and completing tasks if they are represented in a way which focuses on their
strengths and not their weaknesses which will minimise learning failures.

The modified lesson plan presents content through digital materials and resources
which are uploaded to a class drive in order to support dyslexic learners such as Chloe
(Connected Learning Australia [CLA], 2017). This enables Chloe to readily access materials
and resources effortlessly 24/7 and enables her to apply the necessary programs and tools
which can modify material through dyslexic fonts, font colours, font style, size, reduce
spacing and allow text to be read aloud (CLA, 2017). The Coogle It mind-map enables
dyslexic learners to, ‘’remember a considerable amount of information’’ according to the
schemata theory (Reid, 2013, p.46). It utilises images which will enable Chloe to contribute
to the lesson and visualise key ideas as Reid, Strnadova, and Cummings (2013b) emphasise
the need for images to be utilised alongside text as this will enable Chloe to learn efficiently.
The lesson plan includes a podcast which is an audible representation of information and it is
supported by a worksheet as, ‘’reading is a holistic activity which requires simultaneous
processing of different components and a degree of task specialisation‘’(Reid et al., 2013b,
p.176). The timeline activity is a memorisation tool for dyslexic learners as it demonstrates
how Ancient Greece fits into the larger historical picture and enables relevance (Peer & Reid,
2001). Google Earth with exaggerated elevation is implemented for students like Chloe to
‘’multisensory’’ envision geographical details instead of as this is a ‘’crucial aspect of
success for students with dyslexia’’ (Reid et al., 2013b, p.176). Students are provided choice
on their research methods and their representation of information on the social roles within
Ancient Greece in order for them to choose a learning style which is engaging and relevant to
them.

Multiple means of expression, ‘’provides learners alternatives for demonstrating what they
know’’ and their understanding through a variety of communication modes (Shaw, 2011,
p.25). It also enables students to utilise assistive technologies in communicating their
understanding efficiently and their ability to reach a learning outcome (Heelan, 2015).
Heelan (2015) asserts that multiple means of expression enables students to utilise the
formative learning process to fulfil and meet performance criteria. Embedding multiple forms

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of expression within a lesson enables high levels of participation for all diverse learners and
not just those with dyslexia as it provides opportunities for success and academic
achievement. Students within a classroom will have diverse learning styles, therefore,
providing alternative modes of expression will resinate with all students and create high
levels of engagement (Reid et al., 2013). Multiple means of expression can be embedded
through forms of writing, visual, and auditor modes such as creating speeches, signing,
technological presentation and kinaesthetic modalities.

Within the modified lesson plan, students are encouraged to utilise their technological
devices without reference to learner with dyslexia if this enables them to learn sufficiently
and express their understanding efficiently. The devices of dyslexic learners, ‘’offer word
prediction software for spelling, reading, and writing’’ in order to support them in composing
texts and translating speech into words (Reid et al., 2013b, p.176). This will enable Chloe to
have high levels of participation as she is able to partake in class learning and express her
understanding. The source analysis worksheet has a digital alternative as students can transfer
images into a graphical organiser, mind-map, or presentation if it is too difficult. The
Connected Learning Advisory (2017) asserts the need for graphical and visual organisers for
dyslexic learners as they ‘’help break tasks down into smaller pieces and to organise
information in a way that makes it more visible and easier to understand’’ (p.1). Students are
encouraged to colour code and categorise their vocabulary list with the teacher to visually
categorise the metalanguage of the lesson. Chloe is to be encouraged to create podcasts as a
modality for expression and understanding as she struggles to partake in writing tasks, though
this does not insinuate that she is incapable of learning complex ideas. Reid and Peer (2001)
emphasise the need for teachers to stimulate the recall of information before requesting and
initiating output by learners as this will make the expression of information easier for Chloe.
Furthermore, there is no time limit set for Chloe and others which promotes success for
learners as they may need extra time to express their ideas. The option of group work is
encouraged as, ‘’students with dyslexia can obtain success from their peer groups and
become quite skilled socially’’ (Reid, 2013b, p.178).

Multiple means of engagement refers to the interests of learners and the appropriate
challenges which can influence an increase of motivation within the classroom (Shaw, 2011).
It also refers to the emotional and social needs of learners with dyslexia in ensuring students
are equipped with the necessary skills and knowledge to access content at their year level

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(Heelan, 2015). Multiple means of engagement refers to the pedagogical strategies which
teachers utilise to increase levels of understanding which in turn decreases learning failures
and frustrations. The relationship between students and teachers is crucial for student
engagement as it, ‘’encourages student progress’’ and ‘’student performance is
acknowledged’’ (Heelan, 2015). The strengths of learners with dyslexia need to be taken into
account in order to modify lessons to be highly engaging and to promote the positive
wellbeing of all students.

The lesson begins with a reminder on diversity, acceptance and respect within the classroom
in order to encourage dyslexic learners to utilise their strengths and preferred learning styles.
Chloe has low self-esteem and belief, therefore, this positive feedback is needed to ensure she
believes in her abilities and is contented in utilising the lesson modifications and assistive
technologies within her expression(Reid, 2013a). To minimise Chloe’s anxiety within the
class, students are provided a visual scheduler in order to promote smooth transitions and
self-management as dyslexic learners have limited skills in organisation (Reid et al., 2013b).
Students are provided autonomy within the lesson to choose between learning activities and
modalities which express their interest which will interchange Chloe, ‘’from extrinsic to
intrinsic motivations’’(Reid, 2013a, p.65). This form of differentiation provides students with
choice on demonstrating their understanding as is a formative assessment on what students
are capable of and their learning styles (Exley, 2003). The lesson emphasises on the process
of learning and not the final product through modelling information, describing key words
and ideas, defining key terms, and teaches historical lesson skills explicitly (Exley, 2003).
Throughout the lesson, Chloe is expected to partake in class discussion or observe the
discussions which take place which may deepen her knowledge and her engagement in
learning tasks. Although Chloe lacks self-esteem and confidence, she is provided the
opportunity to work collaboratively which may enhance her academic abilities as she is able
to learn from her peers and communicate her original ideas.

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 Part 2. Lesson Plan
Colour code
Multiple means of representation
Multiple means of expression
Multiple means of engagement

History Depth Study 2: Lesson:

Stage 4 The Mediterranean World 1/20 lessons
Year 9
Syllabus pages:
42-43

Time Organisation Teaching strategies

0-5 mins Mark roll, students unpack Students to be reminded of acceptance, individuality and respect
resources. within the classroom. Students encouraged to utilise their
strengths, learning styles, choose relevant learning activities and
digital devices to access class content which is uploaded online.
Students provided visual graphic on the learning intentions for the
lesson.

5- 15 mins Coogle It- Online concept
map (to be shared onto class
cloud)
Podcast on background of
Greece
Create class concept map using online tool. Teacher to utilise
images and words. Students encouraged to use devices and follow
along with the teacher and provided the opportunity to use key
words or/and images on their own concept map. Dyslexic learners
aware to utilise appropriate programs to use dyslexic fonts,
colours, spacing and auto correct

Students to listen to a podcast on the background of Greece.

Students provided a summary worksheet on the background of
Greece. Students to take notes or record podcast on their device
for reference.

Students to colour code vocabulary/glossary list with teacher to

categorise the words.
Vocabulary/ glossary list
15-30 mins Interactive timeline and Teacher to utilise interactive timeline on smartboard and engage
worksheet paper version in class discussion . Teacher to select students to navigate timeline
and discuss what they think it means. Reading to be completed by
Smartboard teacher unless student offers. Students to use devices and can
create their own timelines within their books in a way which helps
them memorise and understand the Ancient Greece society in
relation to the bigger picture of history. Key words and significant
individuals to be discussed as a class with the teacher providing
meaning and emotive details.
30-35 mins Google Earth 3D Teacher to explore Ancient Greece location and geography on
Google Earth 3D. Teacher to use exaggerated elevation mode to
Map outline of Ancient emphasise on geographical features. Students are to take notes
Greece during exploration of google earth or/and fill in empty map with
words/colour codes or are offered the opportunity to draw out the
geographical features within their books or devices.

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35-45 Class discussion/ individual Class discussion on how the geographical features may have
work impacted the lives of Ancient Greeks. Students to use their
devices and explore images in order to contribute to discussion.
Students to begin source analysis worksheet and describe what the
images suggest about society. Students to be reminded they do not
have to finish this in the next 10 minutes but at least attempt it.
Students can use devices and transfer images into a program
Source analysis scaffolded which is relevant and useful for them. They can then describe the
worksheet images and what they suggest if they prefer to not use the scaffold
in a PowerPoint, graphic organiser or mind map.

Students are provided the opportunity to work in pairs, as a group,

45-60 Google Website
Supplementary text books
and image sources
or with the teacher.
Students explore class google website created by teacher and
supplementary resources on site on the roles of different
individuals within society. Students are free to research on their
own, listen to podcasts, watch YouTube videos or utilise text
books. Students compose a writing task imagining they are that
person and describe their daily life. Students can also type their
task using autocorrect, cue words, speech to text or create a
presentation, graphic organiser or record a podcast.

Students are able to work in pairs, individually or as a group.

Students to present their tasks to the class or utilise text to speech
to do so.

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Reference List
Connected Learning Advisory. (2018). Providing literacy support using technology

and UDL. Retrieved from

https://arrow.dit.ie/cgi/viewcontent.cgi?article=1000&context=exdesthe4

Everatt, J., Weeks, S., & Brooks, P. (2008). Profiles of strengths and

weaknesses in dyslexia and other learning difficulties. Dyslexia, 14(1),

16-41. https://doi.org/10.1002/dys.342

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. Retrieved from https://doi-

org.ezproxy.uws.edu.au/10.1111/j.0952-3383.2003.00313.x

Heelan, A. (2015). Universal Design for Learning (UDL): Implications for Education.

Universal Design in Education. Dublin, Ireland: Dublin Institute of

Technology. Retrieved from

https://arrow.dit.ie/cgi/viewcontent.cgi?article=1000&context=exdesthe4

Pavey, B. (2007). The dyslexia-friendly primary school: A practical guide for

teachers. London, England: Sage Publications. doi 10.4135/9781446212455

Peer, L., & Reid, G. (Eds.). (2001). Dyslexia-successful inclusion in the secondary

school : successful inclusion in the secondary school. Retrieved from

https://ebookcentral.proquest.com

Politt, R., Pollock, J., & Waller, E. (2004). Day-to-day dyslexia in the classroom (2nd

ed.). London, New York: Routledge Farmer. Retrieved from

https://ebookcentral.proquest.com

Reid, G. (2013a). Dyslexia and inclusion classroom approaches for assessment,

teaching and learning (2nd ed.). Milton Park, New York: Routledge.

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 Reid, G., Strnadová, I., & Cumming, T. (2013b). Expanding horizons for

students with dyslexia in the 21st century: Universal design and mobile

technology. Journal of Research in Special Educational Needs, 13(3),

175-181.

Shaw, R. (2011). Employing universal design for instruction. New Directions

for Student Services, 2011(134), 21-33. https://doi-

org.ezproxy.uws.edu.au/10.1002/ss.392

Williams, J., Evans, C., King, L. (2012). The Impact of Universal Design for

Learning Instruction on Lesson Planning. International Journal of Learning,

18(4), 213-222. Retrieved from

htttp://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/detail/detaik?vid=0&si

d=cb0a75ed-20d4-4bfa-b945

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