Application of Universal Design for Learning

Part 1. Case Study and Universal Design for Learning

Luke is in year 7 and is thirteen years old. He has been diagnosed with

Autism Spectrum Disorder (ASD). ASD is a lifelong developmental disability that

affects the way an individual relates to the environment and interacts with other

people, and according to research one in a hundred people have autism in

Australia (Autism Spectrum, 2018). More specifically, in relation to research,

students with ASD in schools have found to struggle with sensory processing,

such as auditory, verbal, linguistic instructions and materials. Subsequently,

students with ASD have also found to have difficulties in their behavioural

regulation and metacognition, as well as recognising and understanding and

their memory (Fleury et al., 2014).

Due to these difficulties, and the increase of students with ASD in

mainstream school settings, it is therefore crucial for teachers to create lesson

plans that will allow students with ASD, and all students in the classroom to

reach and achieve their academic potential. Teachers can apply this by drawing

on students’ strengths when providing instruction and activities, rather than

focusing on the incapacities of students with ASD (Woods, Janess & Roberts,

2010). Hammond (2010) emphasises the significance of a strengths based

approach, as he proposes that the approach focuses on how students learning

strengths can address the challenges they face.

 Luke’s strengths include drawing and he often draws to express what he

has learnt in his workbook in relation to the content, or to demonstrate his

thoughts. In addition, his other strength includes his ability to use technology,

such as game-based learning, for example Kahoot and Jeopardy and discussing

online visuals, such as YouTube clips, art or photos in the classroom. Luke is also

interested in comic books, and therefore enthusiastically reads in the lesson

when there are visuals combined with the written passages in a text. Although,

he tries to the best of his ability to read out loud when he is engaged in the

lesson, he struggles to comprehend the meaning of the text.

Moreover, Luke’s learning needs not only derive from his strengths, but

also his difficulties in learning. This includes as mentioned earlier, his inability to

comprehend the meaning or the big picture of the text. Grinter, Maybery,

Pellicano, Badcock, & Badcock (as cited in Fleury et al., 2014) support this, as

they illustrate that students with ASD “may have more difficulty extracting the

overall meaning or big picture” of the learning, or a particular text by focusing on

specific details instead (p. 70). In addition, Luke struggles to process verbal or

written instructions, as well as activities in the class. He also has issues with

verbally communicating his thoughts in the form of class discussions and

responding to open-ended questions. Fleury et al. (2014) supports this, as they

indicate based on current research that students with ASD process auditory or

linguistic information at a slower rate than their peers (p. 70).

 However, as mentioned earlier, Luke engages in the lesson with visual

based processing activities. Fleury et al. (2014) notes the significance of this, as

they state that students with ASD have been found to enhance their “perceptual

functioning when engaged in visual processing” (p. 70). On the contrary, when

Luke is disengaged he gets distracted, off task or behind from elements of the

physical environment frequently in the lesson.

It is therefore evident, that Luke’s area of learning needs that derive from

his difficulties and strengths includes sensory processing of visual instruction

and activities, a well-structured physical environment and communication. This

will ensure that he is engaged within the lesson and provided with multiple

opportunities to learn.

Universal Design for Learning (UDL) draws on the application of universal

design concepts, which are preceded by the notion that “all buildings should be

accessible for people with disabilities” (Loreman Deppler & Harvey, 2011, p.

140). This encompassed the notion of UDL, which is based on idea the that all

students should be able to “access the curriculum and activities without further

modification” (Loreman et al., 2011, p. 140). The UDL framework is a method of

lesson planning that helps teachers build differentiation into their lesson from

the beginning of their planning, in order to meet the needs of a range of students

in the classroom (Spencer, 2011). The UDL framework therefore values

diversity, as it provides an inclusive design and eliminates barriers, in order for

students to reach their potential and academic success (Ralabate, 2011). The

framework not only provides the specific inclusion of students with ASD, and
other various forms of disabilities, but it improves the learning outcomes for all

students. This is because it facilitates the design of a flexible and responsive

curriculum, where the teacher can draw on students various strengths and

provide them with multiple opportunities to learn (Ralabate, 2011). The UDL

addresses three governing principles that include “goals, materials, methods and

assessments” (Hitchcock, as cited in Ralabate, 2011). The three principles

involve providing students with multiple means of representation, multiple

means of expression and multiple means of engagement (Hall, Meyer, Anne, Rose

& David, 2012).

Multiple means of representation involves how to teach the content, in

order to make it accessible for all students (Spencer, 2011). This includes giving

all learners various ways of obtaining information. The use of a variety of

methods allows the students to understand instructions, the content or skills

within their strengths or preferred learning style. In relation to Luke, a multiple

means of representation approach will allow the teacher to present visual

resources, in order to prevent Luke from getting distracted, off task and behind

in the lesson. This will also lead to Luke being engaged within the lesson, which

will result in him understanding instructions, as well as the meaning or big

picture of the content. By providing information multiple times through different

modes, the teacher will be able to not only cater for Luke’s learning needs, but

also for the diverse range of students in the classroom.

 The adjusted lesson plan provided in this case study accomplishes this by

beginning the lesson with an explicit learning intention with a visual image and a

visual activity schedule. The explicit written learning intention, along with a

visual image on the smartboard, presents to students that they will be revising

and demonstrating their understanding of plot structure in a narrative. The

learning intention therefore provides a visual image of the three main different

categories of plot structure. Subsequently, the lesson plan also utilizes a visual

activity schedule to communicate in visual prompts “what, when and even how

work is to be completed” (Hart, Kelly & Whalon, 2008, p. 117). This can help

Luke and other students with ASD to understand the order of activities in class,

and can increase their independence (Medan, Ostrosky, Triplett, Michna & Fettig,

2011). These strategies of written and visual modes, not only support Luke with

understanding instructions and keeping on task, but also other students who

prefer either written or visual modes of learning.

The lesson plan also addresses multiple means of representation through

the class discussion and PowerPoint presentation provided on recapping the plot

structure of a narrative. The PowerPoint defines the vocabulary of each category

of plot structure, along with visual images. The teacher provides the resource on

google classroom for students to view, hard copies, or directs students to write

notes in their workbooks. The lesson also provides written and visual

instructions for the next plot structure task, for students with ASD and visual

learners like Luke to understand the task. The tasks provided therefore meets

Luke’s learning needs, as the sensory processing of visual instructions and

activities will allow him to comprehend the meaning of the content.

Subsequently, the option of viewing the resource digitally will enhance his ability

to process the information and communicate his understanding. Admittedly, by

providing students with multiple modes of resources, all students will have the

ability to access, understand and participate in their learning (Hitchcock, Meyer,

Rose & Jackson, 2002).

Multiple means of expression refers to providing all learners alternatives

for demonstrating what they know (Loreman et al., 2011, p. 140). This involves

the teacher considering a variety of approaches for students, and focusing on

providing them with options, in order to allow them to express their learning

through their strengths and preferred learning style (Spencer, 2011). The

adjusted lesson plan provides this for Luke, and for all students in the classroom.

This is evident in the PowerPoint task, where students can choose to either take

notes, draw a mind map, or discuss their understanding of the plot structure in a

narrative. Subsequently, students are provided with the option of either

completing a written account, plot diagram storyboard worksheet, or a digital

plot diagram storyboard on one of the episodes of the digital novel studied in

class, Inanimate Alice.

In the final task of the lesson, students are further provided with options

in their learning, as they can choose to either discuss or show the class their plot

structure task. The multiple means of expression strategies provided therefore

meets Luke’s learning needs, as is able to utilise his strength of visual sensory

processing and his ability to use ICT through the choice of creating a digital plot

diagram storyboard. He is also able to communicate his understanding through

the use of ICT in the task, and the options provided to either discuss or show his

understanding. The strategies provided also benefit all students, as the option to

choose how to demonstrate what they have learned will increase their “interest,

engagement and learning”, and will overall help build their self-regulation

(Patall, 2010, p. 869).

Multiple means of engagement refers to “how to motivate learners to do

their best work” (Spencer, 2011, p.11). This involves tapping into all students’

interests, offering appropriate challenges and increasing their motivation

(Loreman et al., 2011, p. 140). This is accomplished in the adjusted lesson by

incorporating ICT. This is evident in the modelling task of scaffolding the

structure of a plot diagram storyboard. The task provides a visual online

worksheet example, and a plot diagram storyboard example video from the Film

ZOOTOPIA. In addition, as mentioned earlier, the PowerPoint presentation,

google classroom, as well as the option to create a digital plot diagram

storyboard further engages students within the lesson; and motivates them to

take control of their learning. It is therefore evident, that utilizing ICT as a means

of engagement enhances the value and relevance of the content for students; and

provides them with support (Ralabate, 2011).

Furthermore, providing Luke and all students the opportunities to choose

whether to collaborate and communicate in groups, pairs or complete work

individually further enhances students’ engagement in the classroom. Hart et al.

(2008) supports this, as they indicate that flexible group strategies provided in
lessons can enhance not only the participation of students with ASD, but all

students in an inclusive setting (Hart et al., 2008). This is evident in the adjusted

lesson, as students have the option after viewing the PowerPoint task to discuss

with the teacher or in groups their understanding, rather than taking notes. In

addition, students also have the option for the plot structure task and for

discussing, as well as sharing their work to complete it individually, in pairs or

groups.

Moreover, the lesson provides multiple means of engagement by

providing students timely feedback. This is apparent in the lesson, during the

students’ choice of either discussing or showing their plot structure task to the

class or the teacher. During this task, the teacher provides feedback based on

students’ efforts and positive reinforcement. This strategy in the lesson will

particularly support Luke to communicate his understanding, stay on task in the

lesson and engaged within the class activities. The tasks provided for multiple

means of engagement therefore meets Luke’s learning needs, as the sensory

processing of visual activities, such as incorporating ICT, and providing choices

in the classroom for collaboration and communication within the physical setting

of the classroom will ensure that he is engaged and able to reach his academic

potential.

Part 2. Lesson plan

Colour key:
Multiple means of representation
Multiple means of expression
Multiple means of engagement
Year 7

15.06.18

English (LD).

Time Organisation Teaching and Learning actions

5 mins Mark roll The teacher marks the roll and tells students to
prepare for the lesson.

Learning Intention The teacher provides the learning intention,

(along with a visual/ along with a visual plot diagram storyboard.
and a Visual activity Learning Intention: Today we are going to
schedule revise and demonstrate our understanding of
the plot structure in a narrative, by creating
our own plot structure task.

The teacher will provide at the front of the

room visual images of the activities for the
lesson, to show students the schedule.

10 mins Recap/Class discussion The teacher recaps previous lessons by

discussing with students the plot structure of a
narrative; orientation, complication and
resolution.

The teacher presents an interactive

PowerPoint presentation with written text, visual images
and videos to provide revise the vocabulary of
three main plot structures in a narrative. The
resource is provided on google classroom for
students to view, or students are provided
with hard copies. Students can also take notes
instead.
Notetaking, mind map
or discussion in Students have the option after viewing the
pairs/groups with the PowerPoint task to:
teacher.  Write or type notes
 Discuss in pairs or groups their
understanding
 Discuss their understanding with the
teacher.
15 mins Instructions The teacher writes and discusses the
with visuals on the instructions on the board for the task. The
smartboard teacher also provides on the smartboard visual
images that enhances the instructions.
 Modelling of plot The teacher will provide a written account
structure example of the plot structure in one of the
task/examples. episodes of Inanimate Alice. The teacher will
also provide a plot diagram storyboard visual
worksheet and a storyboard YouTube video
example (from the film, ZOOTOPIA) to model
the task, prior to students completing the task
on their own.

25 mins Plot diagram Students will complete a plot diagram written

Written account. account of one of the episodes from Inanimate
Alice. The teacher will further provide students
with multiple options for the task. Students
have the option of creating a plot diagram
storyboard activity sheet or a digital plot
diagram storyboard. Students also have the
option of completing the task individually, in
pairs or groups.

5 mins Class The teacher will facilitate a classroom

discussion/sharing discussion by asking students to share and
storyboard activity discuss their storyboard activity sheet. The
sheet. teacher will further provide alternative options
for the task. This includes students being able
to discuss or show either individually, in pairs
or groups their written, paper, or digital plot
diagram storyboard to the teacher or the class.

Feedback for the task. The teacher will provide feedback to students
individually for their effort, how their future
learning can improve and positive
reinforcement.

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