Alicia Sukkar

18363441
Inclusive Education - Theory, Policy and practice
102084
Assessment 2: Case Study

Part 1:

Learning environments today witness a range of students with diverse disabilities that affect their
learning and inclusion in schools. The National Joint Committee on Learning Disabilities (2010)
defines Learning Disabilities as the disorder to an individuals learning and cognition which “affect a
relatively narrow range of academic and performance outcomes” (Renee et al., 2002). Students
encounter learning disabilities when either one or a combination of the following conditions are
present: intellectual disability, behavioural disturbance, lack of opportunities to learn, or primary
sensory deficits (Reschly et al., 2002). Many disabilities are obvious to teachers and other students,
however there are those which are hidden, that teacher may not be able to immediately recognise,
without a consolation with the student or parents. Teachers should be properly equipped and trained
to respond to the needs of students with a learning disability, and therefore teachers should program
their lessons to include those students. This can be successfully achieved by applying a Universal
Design for Learning (UDL) framework into their lessons, a framework that is based on brain
research. This educational framework is an approach to accomodate individuals with diverse
learning needs within their learning environments (Rose, 2002). The UDL follows three principles
and provides key strategies for teachers to follow in order to provide an inclusive learning
environment. This paper will introduce a student who has been observed with a learning disability
(this paper will not include the real name) and describe the students strengths and area of need.
Using literature, the paper will then further discuss the specific disability in detail, followed by an
explanation and justification of approaches taken to include the student within the mainstream
classroom, while referring to the universal design for learning.

Annabelle is a year 8 student that is challenged by many of her school learning activities as she has
a visual perceptual motor deficit. Quite often in her classes, most notably English, she would
reverse some of the alphabet letters in her writing, misalign letters, and is unable to have her
sentences written neatly in one line. Annabelle has trouble copying words accurately, and does not
recognise some words or objects if only part of it is showing. Other signs of her learning disability
include rubbing her eyes constantly, yawning while reading and complaints of blurred words. She
also tends to hold her pencil too tightly, and struggles to cut and paste. On the other hand, Annabelle
is a keen and avid learner, and likes to spend more time on her laptop learning about the given topic.
She does however spend her free time listening to music and podcasts.

Visual perceptual motor deficit is the condition where an individuals ability to understand
information gathered visually is affected. The disability is not a physical disability; those who are
impacted with visual perceptual deficit do not have trouble actually seeing, they may even have
20/20 vision. The learning disability hinders learners from collecting information gained visually,
essentially these individuals brains struggle to properly revive or understand what their eyes see.
Individuals may confuse letters such as ‘w and m’ or ‘b and d’ when writing words, this may further
lead to students inability to comprehend readings or understanding concepts (Cosbey et al., 2010).
The deficit affects individuals visual memory thus hindering their ability to remember and
comprehend most visuals (Stein, 2009), for example they may forget the plot of a story when
reading a book. Good visual perception skills are important for all individuals when encountering
every day tasks such as, reading, finding items, completing a puzzle, watching a movie etc.
Unfortunately, this disability does take a toll on many individuals - their self-esteem as well as their
academic performance can suffer. These individual may become anxious, frustrated and may
attempt to avoid any visual related tasks. Many tools and assistive practices are needed for
individuals with this disability to succeed and perform well in their every day life (2017). There is
no exact statistic on the amount of people in Australia with this deficit, however many of those who
suffer from Dyslexia are more likely to suffer from this disorder, as the two are related. While the
numbers on people with visual perceptual motor deficit are unclear, the ratio of people with
Dyslexia is 1 in 5 students (Shaywitz, 1998). However, estimations of students with Visual
perceptual motor deficit in primary school is up to 16.5% (Carter et al., 2009). Research into this
deficit is still needed at large to support teachers.

Individuals with this deficit like Annabelle encounter a number of obstacles to develop a firm visual
perception, in the classroom and on the outside. Based on the description of Annabelle, the observer
can gather a number of weaknesses, which can then be used to evaluate to provide the student with
a more inclusive learning environment (Miller et al., 2013). Annabelle sensory processing is weak,
her ability to register information is hindered through her sight. Teachers should instead provide a
means of education that can be given through her other senses; such as hearing or touching. In the
observation, it says that Annabelle likes to spend her time listening to music or podcasts. Teachers
should use that information to provide learning information through those means, such as proving
books that are read out on tape. Annabelle’s visual attention is also deteriorating. Teachers should
spend more time repeating information, providing extra copies, eliminating clutter, placing
Annabelle closer to the front of the class and keeping information clear and simple. These tactics
can also aid in Annabelle’s visual memory, whereby further strategies that include visual cues can
be of great assistance for her learning, these strategies can be as simple as highlighting key points or
words of a text (Nancy et al., 2005). Annabelle’s visual form constancy is also affected, where in
this instance teachers should outline boundaries, allow the use of computer or word processor for
learning activities, provide tracking tools or experiment with different paper types (Miller et al.,
2013). As for the other challenges that Annabelle faces such as gripping of the pen/pencil too
tightly, the teacher should choose to provide Annabelle with pencil grips or specially designed pens
and pencils. Other challenges like Annabelles tendency to yawn or rub her eyes is based on how
well engaging the lesson is. The teacher should structure the lesson to be as interesting and
engaging as possible, by using senses that cater to Annabelle as well as her peers for optimal and
inclusive learning. These strategies are just a few to start with; the classroom can incorporate an
abundance of learning tasks that can include Annabelle and keep her learning with the rest of the
class.

The Universal Design for Learning framework is based on three principles that ensure all students
are provided with equal opportunity to learn and engage with the lesson (Howard, 2003). This
framework guides teachers with the curriculum and the development of their lessons. The three
principles are: Multiple means of representation, multiple means of expression and multiple means
of engagement (Howard, 2003). A teacher that has to plan for students like Annabella within a
mainstream classroom should aim to make it an engaging as possible. Engagement can be achieved
by planning for hands-on activities or simulations, allowing for group work activities, providing
tools that can alter the appearance/ format of texts, translation tools, and giving students the
opportunity to self-assess and reflect on what they have learnt. The representation principle allows
for flexibility in the classroom so that it can cater to students like Annabelle. This principle can lead
to the creation of activities that give students differing perceptions through different tools, students
can also be provided with different language and symbols to work with, representation also means
that students like Annabelle are given different option of learning for their own comprehension.
Finally, by applying expression, the third principle of the UDL within the classroom, students like
Annabelle are able to share their learning journey to other students, teachers or through
assessments. This principles gives students the option to set goals and monitor their progress. This
is a great principle for Annabelle as she can focus on her weakness and improve on them with the
assistance of the teacher. Expression in the classroom can be provided through reflection tasks, class
discussions, physical action, and executive functions for example, students ability to plan and
monitor their own work - teacher can provide students with graphic organisers, rubrics, and tools
and support for time management, monitoring task progression and setting goals. As part of
expression, students should also be given the choice as to how they would like to learn for example,
a movie, an audio format, group learning and interactive activities, learning through images etc. By
using the suggested strategies and implementing the three core principles of the UDL Annabelle
would be able to feel included in her learning and achieve academic success. Her disability should
not stop her from gaining the same learning as her peers.

In conclusion, teachers should not feel limited when teaching students with a learning disability.
Research and literature shows that students with a disability can still receive the same information
and learning in the class room environment. Yes changes will be needed, but what works for a
student with a disability, can work for all students. By engaging in these practices, teachers are
faced with unlimited options for learning activities in the classroom. The observation of Annabelle
and the assessment of various methods of teaching activities with the support of the UDL has still
proved to be successful enough in providing Annabelle with a quality education. These activities
discussed can be used in the mainstream classroom to assist Annabelle with her weaknesses while
simultaneously working to successfully teach Annabelles peers in the classroom. The UDL has also
provided teachers an opportunity to provide Annabelle with an education that encompasses various
ways of acquiring knowledge and information; alternatives for students like Annabelle to
demonstrate what they know, what challenged them, what motivates them and opportunities to seek
learners interests.
Part 2:

Class: Stage Four - Year 8 Time: 60 Minutes

Outcomes:
EN4-3B

Uses and describes language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts.

EN4-5C

Thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts.

EN4-9E

Uses, reflects on and assesses their individual and collaborative skills for learning.

Materials

- White board
- KWL chart activity worksheet
- PPT (computer/projector)
- Worksheet matching activity
- La Luna Short film link
- Electronic device
- 20x Pencil/ pen grippers
Procedures

Time Organisation Teaching/ learning activities

0-15 Teacher led.
 Teacher: Instruct students where to sit in the class.
Brain storming/ Initiates class brainstorming/discussion activity
discussion. on narrative. Questions asked such as:What is a
Powerpoint (APX narrative? What are some examples of narrative?
1A)
Can anyone tell me the key components of a
narrative? The different genres? Teacher should
Student write this information on a class mind map on
individual the board. On a class powerpoint, teacher to have
activity. (KWL prepared an academic explanation of narratives,
chart) (APX 1B) its significance, the various types of narratives,
as well famous examples. Teacher hands out
Recorder/ KWL chart activity to students, written in larger
electronic device clear writing instructing students to leave the
final column (What I have learned?) Until the
Formative end of every lesson. Students can also access this
assessment: document online. Students can choose to create a
Teacher is able daily podcast/ voice recording where they talk
to assess about ‘what they know’ ‘what they want to
students learning know’ and ‘what they had learned’.
through
understanding Students: Encouraged to engage in discussion, each
their prior student should name at least one narrative they
knowledge on know of. Students are to fill out their KWL
the topic, charts.
through the
KWL and
discussion.
15-30 Teacher directed Teacher: Introduce C-O-L-T-S:
instruction. Character
Object
Group Activity Location
Theme
Electronic Scenario
device Explain to students the presence of these five
aspects in any narrative. Provide students with
Formative an example by using their current context (eg:
assessment: character - students and teacher, object -
Teacher is able writing books, location - name of school,
to see how the theme - education, scenario - learning of a new
class works in topic)
group and how
well the feed Students: They are to copy the C-O-L-T-S analogy into
information and their work books. Or it can be typed up in a
their knowledge word document. Teacher to check each students
towards each document making sure they’ve written up the
other. Their work clearly. Following this, students are
creativity is also placed into groups of four, one person from the
assessed. group claims the ‘character’ element, the other
person ‘object', the other ‘location', and the
other ‘theme’. Each student is to think of their
own unique idea, they are to then bring each
element together and form a quick ‘scenario’.
Each group is to tell their story to the class.
30-45 Teacher led. Teacher: Explanation on powerpoint to the significance
Powerpoint of short stories - written and via film. Teacher to
slides. (APX 1C) aid and assist students during the completion of
Work sheet the worksheet. Teacher to provide each student a
activity (APX copy of the powerpoint. Powerpoint is to be
1D) clear, and precise with large writing.
Writing books/
coloured pencils, Students: Are encouraged to write notes on their work
paper/ electronic books or laptops based on what they hear the
device teacher speak about. Students should also
highlight the important parts of the powerpoint.
Formative Are to then work on the work sheet matching
assessment: activity activity. Students are to come up with the
By referring to idea of their own narrative short story. Students
students answers are to create that idea either as a podcast, a small
in the activity picture book, in writing or an animation. teacher
sheet, the teacher to assist each student
is able to assess
students
understanding of
the content, and
their needs for
improvement.

45-55 Writing books Teacher: Presents the ‘La Luna’ Pixar short film. After
Electronic watching the film as a class, provide each
device student with the link to the video so they can
Short story clip watch it as many times as they choose to.
https://
www.youtube.co Students: Students are to focus on watching the film,
m/watch? They may take notes if they would like to,
v=vbuq7w3ZDU After watching the film, students should write
Q as much information they can gather into the
C-O-L-T-S information sheet, in their work
books or on their laptops.
50-60 Reflection. Teacher: Advises students to comply the section “What
KWL Chart Have I learned?” on their KWL worksheet
either written or as a recording.
Ask the class if they have any questions on
the lesson, provide each student with feedback
on how they performed in the class. Check the
students work.

Student: Completes their KWL worksheet. Ask teachers

any remaining questions or thoughts. Students
are to hand their matching activity worksheet
to teacher upon dismissal.
Homework For homework, students are to find an image, object,
song, or a short extract and in a paragraph they should
explain what they think is being said ‘under the surface’.
References

Bradley, R., Danielson, L., & Hallahan, D., (2002). Identification of learning disabilities: research
to practice. Routledge. ISBN 978-0-8058-4448-1. Retrieved 3 May 2019.

Carter, A., Ben-Sasson, A., & Briggs-Gowan, M. (2009). "Sensory Over-Responsivity in

Elementary School: Prevalence and Social-Emotional Correlates". J Abnorm Child Psychol. 37(5),
705–716. doi:10.1007/s10802-008-9295-8. PMC 5972374. PMID 19153827. Archived from the
original(PDF) on 2013-06-27.

Cosbey, J., Johnston, S., & Dunn, ML. (2010). "Sensory processing disorders and social
participation". Am J Occup Ther. 64 (3): 462–73. doi:10.5014/ajot.2010.09076. PMID 20608277.

Howard, J. (2003). Universal Design for Learning. Journal of Computing in Teacher Education,
19(4), 113-118.

Integrated learning Academy. (2017). “visual perceptual motor deficit”. Retrieved from: https://
integratedlearningacademy.com/visual-perceptual-motor-deficit/

Miller, L., & Collins, B. (2013). "The "So What?" of Sensory Integration Therapy: Joie de
Vivre". Sensory Solutions. Sensory Processing Disorder Foundation. Retrieved from: https://
web.archive.org/web/20160304081554/http://spdfoundation.net/files/2714/2430/1254/Jan-
Feb2013_sensorysolutions.pdf

Nancy P., & Lindsey B. (2005). Raising a sensory smart child: the definitive handbook for helping
your child with sensory integration issues. New York: Penguin
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Reschly, D., Hosp, J., & Schmied, C., (2003). And Miles to Go…: State SLD Requirements and
Authoritative Recommendations. National Research Center on Learning Disabilities (NRCLD).
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states/index.html
Rose, D., & Meyer, A (2002). Teaching Every Student in the Digital Age: Universal Design for
Learning. Alexandria, VA: ASCD.

Shaywitz, S.E. (1998). Current Concepts: Dyslexia. New England Journal of Medicine. 338(5).

SPD Foundation. (2019). "Sensory Processing Disorder Explained". Retrieved from: https://
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disorder.html

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midbrain: its organisation and maturation”. Hear Res. 258(1-2), 4-15. Doi: 10.1016/j.heares.
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