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Inclusive Ed A2 Rdonoghue
Inclusive Ed A2 Rdonoghue
Inclusive Ed A2 Rdonoghue
diagnosed with mild intellectual disability (MID) and struggles with her mental
health often missing time from school due to anxiety. Felicity does not often
distraction to her peers. Felicity applies herself to tasks, however, once she
becomes overwhelmed she retreats and can be seen with her head on her desk,
no longer engaging with class work or her teachers. MID is usually characterised
as an IQ of less than 70 but higher than 55 and students with MID may have low
academic achievement, issues with social skills, communication and daily living
(Bouck, 2017). Anxiety is a mental health issue that affected one in four young
students with MID in it’s ‘state’ form meaning that students with MID respond to
perceived danger, prompting students to avoid the situation all together (Kurtek,
2016).
way (Loreman, Deppeler & Harvey, 2011). Inclusive education demotes the need
individual student needs for students to achieve their best educational outcomes
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focus on student strengths and by following the Universal Design for Learning
further modifications (Loreman et al., 2011). Felicity has many strengths; she is
able to use varying forms of technology capably and is quick to pick up on new
applications. She enjoys creative tasks and has strong social skills; she is
reading passages from texts. Felicity is an independent and hard worker, when
she understands class tasks and the information foreshadowing them she will
make a strong attempt to complete the work. During the course of a creative
completed more set work and worked with only limited assistance. Despite this,
Felicity’s comprehension skills are still quite low and she has trouble applying
English language forms and features to her writing. Once overwhelmed with the
class work, Felicity will begin to show symptoms of anxiety and retreat in to a
state of unresponsiveness despite the best efforts of the teacher to assist her.
form, in which once she anticipates the possibility of failure she avoids the
Learning (UDL). UDL is a model grounded in the idea that, like buildings,
Tappe, Siker & LePage, 2012; Loreman et al., 2011). It is a proactive process that
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students both with and without disability (Vitelli, 2015). UDL is distinctly
include them (Capp, 2016). UDL requires the teacher to understand that barriers
to success lie not within the student but within the curriculum and their
discouraged and instead lessons should be designed in such a way that they are
flexible and build on the strengths of the student (Centre for Applied Special
Technology [CAST], 2018a). There are three elements teachers must consider
when planning lessons to satisfy the principle of UDL. UDL requires teachers
asking themselves how they can incorporate multiple means of: expression,
al., 2011). It understands that learners vary in the way they absorb and
learning accessible for all (CAST, 2018b). Ways in which teachers can achieve
should not be dependent on one single sense such as sight, language used should
ways and multiple times, teachers should be able to cater for every student
including those with MID ensuring that all students can comprehend content.
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The modified lesson plan achieves multiple means of representation by
providing students with key definitions of the metalanguage used with practical
examples. By providing the definitions and distinctions between inner and outer
that will be used moving forward (CAST, 2018b). Similarly, providing students
the rules of dialogue in a hard copy worksheet highlights the crucial features of
dialogue and supplies a resource that is beneficial for all students while they
master the skill, a key feature of UDL (Vitelli, 2015). This resource should be of
particular benefit to Felicity who when challenged, may often retreat away from
remember and apply the rules of dialogue to her own writing; instead she is
provided with a guide that can continuously referred back to for as long as
media such as written, video and simulation. Students are provided written
the board with the teacher and then apply the skills to scene from a well-known
the classroom and creates stronger neural pathways by leveraging off students
Essentially this allows students to demonstrate what they know in a way that is
suitable to them; this may include non-traditional methods that extend past a
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cognitive disabilities such as MID may present as disorganised or unprepared for
learning (CAST, 2018c). As such teachers need to provide students with extra
lesson. Rather than having students sit and copy from the board, students work
individual tasks and group activities. In doing so, students are provided multiple
enjoys contributing to class discussions therefore the activity in which the class
final task in such a way so all students are able to complete the activity. Students
may choose to rewrite the passage from the video-clip with correct formatting,
turning the scene in to a short story or simply edit the script provided. Given
Felicity’s strength with technology, she may instead create a cartoon strip or
means of engagement understands that there is not one way to engage all
learners in content and as such various learning styles and capabilities are
considered to build interest and motivate students across all levels (Loreman et
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regulation of emotions and motivation when learning (CAST, 2018d). Recruiting
This might be reflected in the classroom by offering students choice in the way in
student strengths can assist in sustaining effort and persistence in learners and
personal coping skills may look like a social and emotional learning regime in the
strategies because at its core, UDL asks teachers to look at the curricular barriers
that prevent success in students rather than solely focussing on barriers within
activity. Whilst all activities will assess student comprehension of dialogue rules,
(Bouck, 2017; CAST, 2018d). This design is appropriate for Felicity as when she
with a choice, it is hoped that she will see the class work as an opportunity rather
than a threat and thus heighten engagement (Kurtek, 2016). The lesson also
when the teacher is roaming to assist with written work and through the use of
ICT. When the teacher is roaming to assist the purpose of the feedback is to guide
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providing students with the link to the video and the script, students are
encouraged not to focus on the spelling or copying the script down but pay
the skills of writing dialogue rather than just complying with the conventions of
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Part Two
Key:
Multiple means of representation - Multiple means of expression - Multiple means of
engagement
Class: Year 10
Time: 50 minutes
Syllabus Outcomes
EN5-3B, EN5-1A
Procedures
Class follows routine to prepare them for learning, come in and open
5 min Mark roll books with date, title and margin. First three students finished and
prepared receive merit as per class policy.
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Extending beyond editing dialogue
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References
https://www.youthbeyondblue.com/understand-what's-going-
on/anxiety
Bouck, E.C. (2017). Educational Outcomes for Secondary Students with Mild
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1967051474?accountid=36155&rfr_id
=info%3Axri%2Fsid%3Aprimo
Capp, M. (2016). Is your planning inclusive? The universal design for learning
au.ezproxy.uws.edu.au/documentSummary;dn=605439579318289;res=I
ELHSS
Centre for Applied Special Technology (2018). UDL and the learning brain.
learning-brain-neuroscience.html
Centre for Applied Special Technology (2018). Universal Design for Learning
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Centre for Applied Special Technology (2018). Universal Design for Learning
Centre for Applied Special Technology. (2018). Universal Design for Learning
from http://udlguidelines.cast.org/engagement
Courey, S.J., Tappe, P., Siker, J., & LePage, P. (2012). Improved lesson planning
with Universal Design for Learning (UDL). Teacher Education and Special
Kurtek, P. (2016). Role of Anxiety as a Trait and State in Youth With Mild
10.1111/jppi.12150
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting
diversity in the classroom (2nd ed.). Crows Nest, Australian: Allen &
Unwin.
Nepo, K. (2017). The Use of Technology to Improve Education. Child and Youth
Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children
10.3109/13668250.2012.757589
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Vitelli, E.M. (2015). Universal Design for Learning: Are We Teaching It to
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