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Inclusive Education Assignment 2 - Jacinta Mcdowall
Inclusive Education Assignment 2 - Jacinta Mcdowall
Student Profile
Name: Jimmy
Jimmy is a year 7 high school student who has been diagnosed with Autism
Spectrum Disorder (ASD). Jimmy loves Disney movies and enjoys drawing his
own cartoons in his spare time. He is particularly attracted to the bright and
contrasting colours used in cartoons and has a keen interest in the practical
information due to working memory issues, which causes him to have less
used by the teacher. It also causes him to have problems socialising with other
If Jimmy does become over stimulated by audio elements he will rock back and
learning.
that affects how individuals communicate and interact with others and their
The lesson plan included in this report has been modified to ensure the
successful inclusion of the student Jimmy, who has ASD, in a mainstream year
7 Visual Art class. This student has various additional needs that require
classroom, and presents itself more challenging when a student in the class has
ASD. This is because many students with ASD can hear but can’t process verbal
who have ASD teachers must use clear and concise language, for example they
should not use 10 words in a sentence when 5 are service. The lesson plan
provided has been amended to ensure the subject question is kept simple and
be more challenging for a student with ASD as they may be able to read
G.R. 2013). Teachers can ask students with ASD to explain the content back to
them in their own words or in other means for example using visual aids, to
ensure that they understand and are on track. It is also important that the
teacher limits their non-verbal gestures as many students with ASD will not
particularly benefiting those with ASD (Schreibman & Whalen, 2000). This is
evident in the lesson plan provided in which antecedent procedures have been
with ASD and include the use of priming and visual schedules (Crossland &
Dunlap 2012). Priming has been used to allow students to preview information
use of a colour coded schedule handed out at the start of the lesson to ensure
students are aware of class expectations and transitions throughout the lesson.
the front of the room at all times to visually communicate general classroom
etiquette e.g. enter class quietly (arrows indicate entering room, a mouth with
a finger indicates the word ‘quiet’) etc. This strategy is used to facilitate
Dunlop 2012).
Schedules are a vital tool for people with ASD which help them to plan ahead
schedule which they can use discretely to link visuals with a timeframe.
Alternatively a timer can be displayed to the entire class that counts down from
Having a seating plan in place will also assist students who benefit from
area. A seating plan also assists the teacher in monitoring how peers interact
and create a more controlled classroom environment. This can also assist
background noise. By having a seating plan in place, the teacher can ensure
Jimmy is not seated near a window, dripping tap or loud appliance to allow him
plan provided, as the use of a symbol or picture remains constant for longer
students understanding. The lesson plan provided has included several visual
components to assist Jimmy and other students which include a visual schedule
graffiti are also used to aid the teachers description on the topic, as well as a
coding to stimulate memory and develop organisational skills. This has been
students which also assists Jimmy in predicting transitional periods and class
expectations. The teacher also uses colour coding when documenting student
responses on the whiteboard which helps students differentiate between the
As people with ASD can find verbal language confusing and have been
their thoughts. The lesson plan provided has been adjusted to ensure students
including writing, drawing, collage etc. ensuring all students can achieve the
behaviors (Strain, Kohler, & Goldstein, 1996). This is evident through the use of
open class discussion and peer tutoring (paring two students), in which a
context.
The Universal Design for Learning framework (UDL) is based on the principle
lessons.
UDL is achieved in the lesson plan provided by facilitating all students learning
through the use of multiple visual and auditorial instruction and information, as
well as prompting peer support which provides all students with equal
Representation (The ‘what’ of learning) has been addressed through the use of
supplying multiple mediums throughout the lesson plan. All students, including
those with ASD have a unique learning style and preference, and by providing
content with varying techniques including text, speech and visual options the
Multiple means of Action and Expression (the ‘how’ of learning) are also
factored into this lesson plan. Students who struggle with writing due to
physical disabilities or learning differences will not express the information they
have learnt in the same way as others (Crosland & Dunlop 2012), hence
students are offered multiple options to present the information that they have
learnt to suits their learning strengths. This includes using text, photos,
The third principal of UDL requires multiple means of Engagement (the ‘why’ of
culture amongst many others (CAST, 2012). The lesson plan provided
resources including books and ICT options at their own rate. Students have the
opportunity to delve into this task in a way that is culturally and personally
Lesson Plan
* T explains lesson expectations providing Ss with a colour coded timetable that outlines how the lesson
* T verbalizes and writes on the whiteboard the short and direct question “Is Graffiti vandalism or
art?”
* T goes around the class gaining S opinions and documents conflicting opinions on the
whiteboard, using different coloured pens for opposing opinions emphasizing graffiti is a controversial
topic
T plays TED-Ed talk ‘Is Graffiti Art? Or Vandalism? by Kelly Wall (4 minutes 30 seconds)
https://www.youtube.com/watch?v=4GNoUYZhrT0
(Close caption are displayed and Ss are sent link to re-watch at their own rate if necessary)
T demonstrates that graffiti comes in many different forms by presenting various visual examples of graffiti
30 Body
T puts Ss in pairs to research the history of graffiti using books provided and/or an internet search engine.
Ss must then create a timeline with annotations of how graffiti has been used throughout history using
specific examples and dates. Ss may use multiple methods to complete task including: hand drawn
pictures, printed images that are glued in or use descriptive writing to present examples on their timeline.
T must use short and direct language when describing task, and reminds Ss to look at their colour coded
5 Reflection
*Ss pack away any materials used and tidy room, then wait quietly for the bell
References
http://www.autismawareness.com.au/could-it-be-autism/understanding-autism/
https://www.autismspectrum.org.au/content/what-autism
Carter, L. (2015) ABC. Autism cases on the rise in Australia. Retrieved from
http://www.abc.net.au/pm/content/2015/s4299872.htm
http://www.cast.org/our-work/about-udl.html#.WZQYtrRy_zI
3, page(s): 251-269
Larkey, S. Learning Media. (2015). Retrieved from
http://suelarkey.com.au/wp-content/uploads/2015/05/Tip_Sheet
Schreibman L., Whalen C. (2000). The use of video priming to reduce disruptive
Intervention, 2, 3-12
10.1007/978-1-4614-5301-7_14
Zanolli K., Daggett J., Adams T. (1996). Teaching preschool age autistic children