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Inclusive Education Theory, Policy & Practice

Case Study

Note: to respect the privacy of the student in question, this case study will refer to them as

‘Alex’.

Profile

Name: Alex

Gender: Male

Age: 14 years old

Stage: 5 (Year 9)

Learning Disability: ADHD (Attention deficit/hyperactive disorder) type 2.

Alex has difficulty in many areas but the overarching concern with his learning is his

disconnection and inattentiveness. Alex is not necessarily interruptive and rowdy within the

classroom, rather he ‘escapes’ the learning sphere to ‘daydream’ and make himself

unnoticeable. Due to this, Alex does not have an established network of peers to

communicate with, whether it be academically or for personal social matters. Alex cannot be

polarised completely and described as hostile though, rather he suppresses his presence

within classroom settings and becomes emotionally closed off. His strengths therefore lie in

his ability to work individually although it should be noted that he is still rather slow and his

potential to progress within school would increase greatly with exposure to shared

information and ideas about topics from his fellow peers. Alex is socially isolated but

occupies himself with comics and games on his phone, he attends classes and completes work

but within a longer time frame.

In terms of disruptiveness, Alex’s attitude is mostly apathetic toward academic

involvement. When stressed or frustrated he does not tend to raise his voice or interrupt

others vocally, rather he will begin lightly kicking his surroundings like his chair or the table
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leg or under the table with his knees with his head down or do a repetitive movement which

is off task like tearing paper. When asked to stop he closes himself off and rather than make a

fuss and act out, he chooses to shut down and ignore any attempts of verbal interaction. It

should be noted that he is not always quiet in his demeanour and will usually mumble to

himself under his breath and sigh with exaggeration.

Universal Design for Learnings

For students like Alex, Universal Design for Learning is key to their growth and

enablement in every day school spaces. Universal Design for Learning (UDL) has three main

principles to its foundation; multiple means of representation, multiple means of expression

and multiple means of engagement (Loreman, Deppeler & Harvey, 2011). Multiplicity in

representation includes providing information to students on and through various formats and

modes and adjusting assignments to ensure they are able to access and acquire the

information (Loreman et al., 2011). Expression refers to expanding the ways in which

students are able to relay and express their knowledge for assignments, class involvement and

general schooling, leaving engagement to mean differentiating to meet student needs and

interests to provide a platform suitable to showcasing their strengths (Loreman et al., 2011).

Its important to note that while UDL was designed to enable physically disabled

students access to physical aspects of the classroom and institutions they were in, it evolved

to acknowledging that these changes could and should benefit other students with diverse

needs as well. (Howard, 2003).

UDL framing and application does not only refer to customising the physical aspects

of classroom learning but the curriculum too. It Is important to note that opportunity via UDL

should not only be present within curriculum in a manner that is implemented on top of, or as

an add on. O’Connell (2001) found within her study in teacher edition textbooks for insight

into how accessible existing materials within classrooms offer students, that the most these
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texts catered to or assisted for UDL implementation was by recognising and categorising

potential differentiation for three main groups; “…below level learners, gifted and talented

learners, and ESU bilingual learners” (O’Connell, 2001, p.58).

This finding is also evident within syllabus’ for the English key learning area, the

lesson in question for Alex in this case study. These findings means to say that UDL

implementation still has a long way to go in terms of being internalised within curriculum

and pedagogical approaches. Acknowledging the diverse groups of students with identified

needs is not enough when UDL exists to cater to all and has not been explicitly integrated.

Changes specifically for curriculum in addition to the three key components of UDL;

multiplicity within expression, expression and engagement, a guideline for adjustments made

to curriculum required;

- Big ideas; that centralised concepts and fundamental understanding should be

the basis of curriculum structures;

- Conspicuous strategies; in teaching and learning, instruction should be explicit

to convey clarity to students;

- Mediated scaffolding; student assistance should be stretched over a period to

enable and achieve independent ability to work then stopped;

- Strategic integration; the integration of knowledge and content should encourage

higher order thinking;

- Judicious review; structure taught content to be able to be reviewed and reflected

upon;

- Primed background knowledge; prior knowledge should be established as basis

of further learning.

(Howard, 2003, p.114).

These reference points are key to shaping and adjusting curriculum content for a student like

Alex as concepts based on existing foundations within topics would be recognisable to him

for new content and allow him to find linking points between topics. Additionally, many of

these focal points double as extensions off the three fundamental components of UDl, like

strategic integration and primed background knowledge branch off multiplicity within

engagement, Alex would be able to hone his existing skills.

Also, Post & Rainville (2011) suggest as part of shifts from occupational therapy

methods provided via individualised education programs (IEP) for example, to more

preventative and supportive frameworks, specifically ones that function on change made at

environmental level, activity level and client level (Hollenbeck as cited in Post and Rainville,

2011). Changes made to minimise imposing difficulties on productivity for environment

would refer to adjusting lighting or layout in a doable manner such as removing distracting

objects or creating a less constricting space (Post & Rainville, 2011). Adjustments to activity

specifically mean making changes to the material or reducing the instructions required for

completion or simplifying the complexity and minimising the information while changes to

the ‘client’ refer to surrounding parties of said individual to be educated of their sensory

defensiveness and diet, in other words what they are sensitive to and react negatively to (Post

& Rainville, 2011). This is especially important for students like Alex with ADHD as certain

factors may offend his senses causing him discomfort, especially with type two where is

more likely to be emotionally closed off on reflex and highly distracted.

Adjustments for Alex

The first and most obvious adjustment for Alex would be through representation

which focuses mostly on technological options. It should be noted however that there are

technological advancements that comply with UDL standards in the form of ‘scaffolded

digital reading environments’ (SDR’s (Dalton & Proctor, 2007 & 2008 as cited in Gordon,
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Proctor & Dalton, 2012). This is important as printed words include a range of issues that

interfere with reading ability such as set size and font, words that are incomprehensible to

certain students due to lack of extensive vocabulary and fluency. SDR offers heavy

scaffolding to allow students to bypass these barriers, for Alex the articles would be

presented with the format. This would allow him to access definitions of unknown terms and

the teacher to add or remove customised scaffolds applicable to his literary progress. For

example, the teacher could scaffold for Alex by highlighting and annotating key ideas and

aspects of the article for him to skim read over if the amount of content is overwhelming for

him.

Additionally, as compliant with UDL, digital means for literacy as an outcome of

UDL do not just benefit Alex, they assist a range of diverse learners including English

language learner students (ELL) and are an available resource for teachers as students can

access material on their phones or school computers (Avala, Brace & Stahl, 2012).

A study comparing the effectivity of functional behavioural assessment (FBA) based

strategies and interventions against baseline (standard) routine on decreasing disruptive

behaviour from an adolescent student with ADHD/ODD showed successful outcomes.

Successful interventions included refining clumps of written information with visual

scaffolds and changing the environment by moving the student in question from peers that

encouraged them at the presumed peak times of disruptive behaviour (Hoff, Ervin & Friman,

2005). In Alex’s case this would cover his expression and the engagement component of

UDL implementation. Visual scaffolding would, as mentioned in the lesson plan below,

initiate routine in knowing he has an option to express his academic capabilities through

visually adjusted formats and modes. Engagement in this context would refer to controlling

Alex’s peer surroundings with seating in a way that respects his introverted behaviour but

also encourages him to step out of him comfort zone.

Understanding social aspects of inclusion for students with ADHD should also

include the relationship they have with their fellow peers. This is important as research, by

Boer and Pijl (2016) found that out of a range of students with ASD, ADHD and students

with other disabilities, those with ADHD were most likely to be rejected in terms of

acceptance within the student community (Boer & Pijl, 2016). Another key aspect of the

study was that male students with ADHD were more likely to be unaccepted in social circles

as it was suggested that female students were less likely to reject fellow females. This is

important to note when considering Alex’s seating within the classroom, both genders should

be present but with more females and a holistic, accepting culture should be established and

maintained. Peers that are understanding of Alex’s personality and withheld nature

involvement with classroom group discussions and activities.

Further aspects to consider in terms of his engagement would be considering research

about student engagement on passive and active terms that found that students;

“…with ADHD would exhibit significantly lower rates of academic engagement

in comparison to their same-aged peers without ADHD. Furthermore, it was

hypothesized that when the specific nature of the behaviors associated academic

engagement were examined, students with ADHD would exhibit significantly

lower rates of both AET and PET than their same-aged peers without ADHD.”

(Junod, DuPaul, Jitendra, Volpe & Cleary, 2006, p.98).

The findings of this study were in favour of its hypothesis as predicted due its basis

on previous research, but it also revealed that disengagement or low and decreased levels if

engagement, could not be ruled off as the major correlating factor to low academic

achievement, rather it was the aspect of ‘off task’ behaviours the was the largest contributor
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(Junod et. al, 2006). This would mean having Alex seated with active students who care

about their learning but are able to respect his boundaries without imposing on him, would

encourage him to stay alert academically, even if and when it has to be at an individual and

slower pace. Allowing him to reconnect with his peers in group work when he ready, and

sitting at the front near the teacher where they are most accessible and also able to monitor

Alex, provides a space for active and passive learning.

References:

Ayala, E., Brace, H. J & Stahl, S. (2012). ‘Preparing teachers to implement universal design

for learning’ in Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). Universal design for

learning in the classroom: practical applications. Pp. (135-151). Guildford

Publications, available at;

https://ebookcentral.proquest.com/lib/UWSAU/reader.action?docID=981495&ppg=4

Boer, A. D. & Pijl, S. J. (2016). The acceptance and rejection of peers with ADHD and ASD

in general secondary education. The Journal of Educational Research, 109 (3). Pp.

(325 – 332). Available at; https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/full/10.1080/00220671.2014.958812

Gordon, D., Proctor, P. & Dalton, B. (2012). ‘Reading strategy instruction, universal designs

for learning, and digital texts; examples of an integrated approach’ in Hall, T. E.,

Meyer, A., & Rose, D. H. (Eds.). Universal design for learning in the classroom:

practical applications. Pp. (25-35). Guildford Publications, available at;

https://ebookcentral.proquest.com/lib/UWSAU/reader.action?docID=981495&ppg=4

Hoff, K. E., Ervin, R. A & Friman, P. C. (2005). Refining functional behavioral assessment:

analyzing the separate and combined effects of hypothesized controlling variables

during ongoing classroom routines. School of Psychology Review, 34 (1). Pp. (45-57).

Available at; https://search-proquest-

com.ezproxy.uws.edu.au/docview/219656447?accountid=36155&rfr_id=info%3Axri

%2Fsid%3Aprimo
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Howard, J. B. (2003). Universal design for learning; an essential concept for teacher

education. Journal of Computing in Teacher Education, 19 (4). Pp. (113-118).

Available at: https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/abs/10.1080/10402454.2003.10784474#aHR0cHM6Ly9

3d3ctdGFuZGZvbmxpbmUtY29tLmV6cHJveHkudXdzLmVkdS5hdS9kb2kvcGRmL

zEwLjEwODAvMTA0MDI0NTQuMjAwMy4xMDc4NDQ3ND9uZWVkQWNjZXN

zPXRydWVAQEAw

Junod, R. E. V., DuPaul, G. J., Jitendra, A. K., Volpe, R. J & Cleary, K. S. (2006). Classroom

observations of students with and without ADHD: differences across types of

engagement. Journal of School Psychology, 44 (2). Pp. (87-104). Available at;

https://www-sciencedirect-

com.ezproxy.uws.edu.au/science/article/pii/S0022440506000057

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in

the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin.

Post, K. M. & Rainville, E. B. (2011). Universal design for learning. OT Practice, Bethesda,

16 (4). Pp. (12-17). Available at; https://search-proquest-

com.ezproxy.uws.edu.au/docview/1315192174/fulltextPDF/6D9139BCF7524622PQ/

1?accountid=36155

Rose, D. (2001). Universal design for learning; associate editor’s column. Journal of Special

Education Technology, 16 (3). Pp. (57-58). Available at;

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.1177/0162643401016003

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ENGLISH LESSON PLAN 2

Class: Stage 5 (Year 9) Time: 60 mins

Topic: Media Shaped Narratives

Key: Multiple means of representation, expression and engagement.

Procedures

Time Organisation Teaching/ learning activities

2 Roll and Mark attendance and set up smart board and videos

mins smart board

3 Outline lesson plan as following;

mins - Will begin by revisiting ‘chronology’ in contextual

information and presentation of details and facts.

- This will be done by viewing the way the narrative of

sun protection in Australian culture from beaches to

daily life has become ‘shaped’ in adverts/public

service announcement ads.

- Will then move onto analysing the infamous racism

issue surrounding AFL star Adam Goodes and the

young fan who called him an ape played out

throughout media.
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- Provide student with concise and simplified arrow

flowchart of structure of today’s lesson (order of

which it will proceed).

10 Show Slip! To establish the importance of time as a factor in determining

mins Slop! Slap! narrative, show both videos. The first video began an

Video (1 ‘emerging narrative’ of sun protection, the second is what it

min and 06 has been shaped into by contemporary media for

seconds) and contemporary audiences.

Cancer Ensure that links are compiled with all other resources for

Council today’s lesson and sent to student’s email for their own

video (30 accessibility should they wish to review material in their own

seconds). time).

Engage class in an open discussion about how presentation of

information shifted over time and why. Encourage note taking

while listing student input up on board. Scaffold by clarifying

why and how the first video helped ‘emerge’ and how the

second was to ‘shape’ via listing the contexts behind each

intended audience group;

1st; relatively new to idea of sun protection, delivery would be

intended to be calm, easy going and welcoming to new idea

2nd; general status quo on sun protection is established in that

the sun is harsh and cause damage of differing severities,

audience is more educated and aware, there is a need for

action and no need for care in delivering the message. Allow

Alex to list his own answers in his own book at his own pace,

simplify the task for him by scaffolding ideas and specifying

only one answer per section for him. Inform his group table

whilst casually moving around classroom assisting all group

tables, that Alex can offer his own input to the group once he

has finished, but the group should openly discuss their ideas

they are listing clearly enough that he is able to be aware of

the conversation around him on the topic and list any answers

he picks up.

10 Hand out Instruct individual reading time of articles. Direct attention

mins sheets of back to front to engage in open discussion about knowledge of

articles issue. Ask students to help teacher draw a linear sequence of

events regarding the situation from initial occurrence of

situation, reporting and aftermath as a chronological visual

point of reference. Offer Alex the articles in SDR format.

Offer Alex option of having the constructed timeline be sent

to him over email after class with other sources and/or

simplify instruction of copying details into book by allowing

to draw out the visual map in any way or shape he wishes,

scaffold by offering ideas of tree branch map, maze etc.

5 Provide Ask students to refer to analysis templates and scaffold each

mins students column by comparing two contrasting articles (the Daily

with Telegraph article and the Tasmanian Times Article).

Narrative Identify to students that where DT Article is opinionated and

Analysis – suggests idiocy and fault on behalf of AFL regulatory body

Shaping the for assuming crowd control to be effective and suggests their

Racism failure to do was misplaced upon the young fan, the TT

Narrative Article pin points booing as having begun directly after

surrounding Goodes’ spear dance performance establishing racism as the

Adam cause. Connect this to aspect of ‘climax’ in story telling.

Goodes and Indicate to students these beginning stance’s help steer the

have course of the narrative and therefore simplify analysing the

template on effects and impacts of selective fact reporting, regard or

smart board. disregard of context and choice in linguistic features.

Simplify instruction and ‘de cluster’ visual layout of template

for Alex by offering him miniature sticky notes to which has

can fill out with his table (mostly ask table to put concise one

line answers per column so that it enacts as puzzle pieces for

Alex to pick and choose answers from to begin his own

thinking, he can take the answers from his fellow group mates

and stick them onto his template and his group can do the

same).

Offer Alex opportunity to take a break at this moment and

walk around class and sit with other groups (if he wants to) or

simply take a water break to allow him to move around a bit.

10 Allocate Allocate two articles per group evenly amongst classroom

mins students into (two groups of 4-5 per article pairing and 2 article pairings in
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groups of 4- total) and instruct students to complete the rows of analytical

5 columns.

10 Have Begin class discussion on findings from groups allocated per

mins template pair of articles. Fill in answers on smart board column by

open on column by encouraging groups from paired sides to contribute

smart board. answers briefly and encourage remaining groups who

analysed second pairing to fill in their blank spaces. Repeat

with second pairing so that all students are on the same page

in terms of analysis and understanding.

Again, reassure Alex that the constructed template will be sent

to him as resources for today’s lesson after class for his own

use.

Also assist Alex in simplifying any details he wishes to copy

onto his sheet in class by pairing him up with peer in the

group and instructing that student to write simplified, one line

variations of eve, dot points onto their sheet and assist Alex in

doing the same to minimise risk of cluster and overwhelming

Alex.

10 Open links Show students the ways in which audience and social

mins to comment response occurs and either complies with the message of the

sections article, confronts or challenges it or disagrees. Discuss the

differences between extensive responses, critical responses,

poorly worded responses and to pay attention to language.

Ask group that Alex is sitting with to discuss their opinions at

moderate level volume to guide Alex’s understanding of

comprehending the function of the comments, differentiate by

engaging Alex in conversation about gaming and reading

graphics of different genre’s and the way audiences may

respond to new works, chapters or levels. Let Alex pull up

any comment forums on any comics or games he is or has

been playing and sift through them to help him interpret the

way audiences respond to and further narrative.

Notify students of class activity in following lesson where

they will be presented with a scenario and will be assorted

into different groups of people from society to ‘respond’ to it

in two ways; write a short article or blog post where the group

themselves double up as narrator/reporter and members of

society that are interviewed. Secondly, respond in ‘tweets’ to

other ‘articles/blog posts’ whilst remaining in character.

Assure Alex that all resources will be sent via email for him to

access whenever he wants and that should he want, he may

have his own category as a gamer or comic reader and

respond with that assigned personality to the scenario.

Homework Ask students to check their email for ‘Tweet’ template,

instruct them to insert a picture for their ‘display picture’ and

edit in a fake account name. Instruct them to print this and

bring them to following class. Ensure Alex that the template

will be printed for him and that all he has to do if he wants to

is select a display picture, he may edit it as he pleases.