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Part 1 – Josh: Observations and Strategies

This report and accompanying lesson plans are designed to deliver the best learning
outcomes for year seven student Josh using an inclusive education pedagogical
approach. As stated by Arthur-Kelly and Neilands (2017), by collecting data and
assessing individual needs, evidence-based pedagogical strategies can be
implemented and integrated into pro-active lesson and classroom plans that will
benefit not just those with special needs, but all the students who can learn safely and
effectively together. Josh is a bright thirteen-year-old who has been diagnosed with
level one Autism Spectrum Disorder (ASD). The strategy employed will look at Josh’s
strengths, interests, modes of learning and engagement as well as weaknesses using
three of the principles of Universal Design for Learning. This will be achieved by using
multiple methods of representation, expression and engagement so that Josh can feel
included, safe and engaged while mitigating distracting and difficult behaviours.

After observing Josh, it is clear that he responds very well to regular and routine
classroom structures and manages his behaviour much better when expectations for
him and his peers are very specifically related from the onset. Josh like many other
students his age with ASD can have problems organising himself without clear
communication and needs extra help and encouragement to act independently (Lane,
2013), so clear instruction and logical sequencing in the lesson plans will be essential.
Clearly, well sequenced lessons will be of benefit to everyone in the class, but by
paying particular attention to Josh’s needs while preparing the lessons those things
that trigger bad reactions or behaviours can be mitigated and therefore reduce stigma
and discrimination that could occur by singling him out in class (Arthur-Kelly &
Neilands, 2017). At the same time, each lesson needs to be designed to accommodate
Josh into the same learning environment as his peers, and as Lierberman (2017)
points out most children do not in fact want special treatment or to be made to feel
different to their classmates.

Josh is a very tactile learner which requires some strategic planning to execute poetry
lessons with him. He loves to stroke and fondle objects, particularly ones with moving
parts or unusual physical properties which means the lessons will need to include
some physical props that Josh can relate to the learning content. As Lane (2013)
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notes, for many students with ASD there is a very heavy bias in visual learning over
auditory, so the lessons will need to include a range of representations that always
include visual engagement for him. Josh exhibits some anti-social behaviours such as
touching other students without their permission which is described as one of several
persistent social deficits in children with Autism (Hui et al., 2016). Therefore, giving
Josh some physical, tactile interactions each lesson will also help mitigate his desire
to engaging in physical touch and play. By providing different means of representation
and expression for Josh, tactile props provided to him in class provides opportunities
to practice and model pro-social physical contact behaviour.

Building on developing Josh’s social skills it is important to develop an inclusive

classroom environment that accommodates his needs. Josh has been observed
sometimes engaging in rough play with fellow students and has also thrown himself
on the floor during lessons. However, he does enjoy and respond well to jumping or
hopping and repetitive movements, and as part of universal design for learning this
can be accommodated during parts of the lessons to give Josh a physical outlet while
increasing his sense of security and belonging (Nisbet, 2019). Hence, some light
exercise opportunities will be made at the beginning of each class and each class will
also have flexible seating opportunities where Josh and his peers, either together or
individually, can sit on bean bags on the floor or be arranged outside of standard desk
rows. With supervision this can be an opportunity for Josh not only to engage with the
poems as his English learning content in a more flexible environment, but also to
practice his social skills and safe physical spacing with his classmates. As Laugeson
et al. (2014) note in relation to teaching social skills to adolescents with ASD, if
structured properly the classroom can be the least restrictive space for the child to
practice and apply targeted skills and rehearse new social practice with age-related
peers. Giving students agency in their workspace has been described by Nisbet (2019)
as a very effective part of universal design for learning and suits Josh’s personality
and habits very well.

Finally, the lessons will incorporate opportunities for Josh to engage with one of his
favourite interests which is space and the solar system. Josh is very bright like many
adolescents with ASD who often range from average to high intelligence (Lane, 2013),
so it will be important to channel the learning into things that are relevant to him. Since
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using the theme of space will be incorporated at the same time and context in each
lesson, Josh will feel comfortable and prepared to build on and extrapolate his
knowledge from class to class.

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Part 2 – Lesson Plans

Lesson Plan 1

Topic area: Stage of Learner: Syllabus Pages: 26

English - Poetry Stage 4 (Year 7)
Date: x/x/2020 Location Booked: English Room Lesson Number: 1 / 3

Time: 60 minutes Total Number of students 24 Printing/preparation

Copies of poems
Multiple means of representation Multiple means of expression Multiple means of engagement
Timing Teaching & Learning Actions Organisation
0-5 Mark Roll. To get ready or relax, students can stretch, jog lightly on the Roll
spot or practice calmly breathing.
5-10 Present to students the order of the lesson and activities in advance with Teacher
learning outcomes, including any changes from previous lessons.
10-20 Introduce “cinquain poetry” style and technique. Power Point
• Teacher reads examples for the class YouTube
• Shows poem on slide
• Teacher plays audio - Cinquain Poems, read by Katelyn Zacher.
https://www.youtube.com/watch?v=QWDiiWXSXYQ
20-40 Students given copies of cinquain poems to read as follows: Copies of
• Alone out loud poems:
• Alone quietly retrieved
• In groups from
• Read out in front of the class http://www.s
hadowpoetry
Students can sit in groups, on bean bags on the floor or any other safe and .com/resourc
reasonable configuration. es/wip/cinqu
ain.html
Turquoise Thoughts by D. Kolodgi
Cherry Blossoms by M. Summers
Joshua Tree by D. Kolodgi
Long Shadows by M. Summers

40-55 Students practice writing their own Cinquain poems. Suggested topics: Any unusual
• Nature moving
• Space & Planets (suggest to Josh SPACE, BLACK HOLE etc.) objects, e.g.
• The seasons electric
• An object provided for the students to observe and write about toothbrush,
wire coil etc.
55-60 Conclusion and discussion with class, let students know to prepare for Teacher
acrostic poems next lesson.
Post- Reflect on Josh’s behaviour and interaction with the poems, visually, orally Teacher
lesson and with physical props.

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Lesson Plan 2

Topic area: Stage of Learner: Syllabus Pages: 26

English - Poetry Stage 4 (Year 7)
Date: x/x/2020 Location Booked: English Room Lesson Number: 2 / 3

Time: 60 minutes Total Number of students 24 Printing/preparation

Copies of poems
Multiple means of representation Multiple means of expression Multiple means of engagement
Timing Teaching & Learning Actions Organisation
0-5 Mark Roll. To get ready or relax, students can stretch, jog lightly on the Roll
spot or practice calmly breathing.
5-10 Present to students the order of the lesson and activities in advance with Teacher
learning outcomes, including any changes from previous lessons.
Remind class of last lessons poetry to ready state of mind for their new
poetry lesson.
10-20 Introduce “acrostic poetry” style and technique. Power Point
• Teacher reads examples for the class YouTube
• Shows poem on slide
• WINTER-An Alphabet Acrostic, read by Linda DeVona.
https://www.youtube.com/watch?v=oXNwupXNjdE

20-40 Students given copies of cinquain poems to read as follows: Copies of

• Alone out loud poems:
• Alone quietly retrieved from
• In groups https://exampl
• Read out in front of the class es.yourdiction
Students can sit in groups, on bean bags on the floor or any other safe ary.com/acrost
and reasonable configuration. ic-poem-
examples.html
CANDY CATS FEAR SPRING HOUSE

Note: can rotate groups for Josh to find which peer groups work best as
well as practice working alone.
40-55 Students practice writing their own Acrostic poems. Suggested topics: Any unusual
• Animals moving
• Space & Planets (suggest to Josh JUPITER or STAR etc.) objects, e.g.
• Sports magnets,
• A new object provided for the students to observe and write calculator,
about stapler

55-60 Conclusion and discussion with class, let students know to prepare for Teacher
haiku poems next lesson.
Post- Reflect on Josh’s behaviour and interaction with the poems, visually, Teacher
lesson orally and with physical props, and how sequencing consecutive poetry

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lessons in the same format suits his learning as well as the other
students.

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Lesson Plan 3

Topic area: Stage of Learner: Syllabus Pages: 26

English - Poetry Stage 4 (Year 7)
Date: x/x/2020 Location Booked: English Room Lesson Number: 3 / 3

Time: 60 minutes Total Number of students 24 Printing/preparation

Copies of poems
Multiple means of representation Multiple means of expression Multiple means of engagement
Timing Teaching & Learning Actions Organisation
0-5 Mark Roll. To get ready or relax, students can stretch, jog lightly on Roll
the spot or practice calmly breathing.
5-10 Present to students the order of the lesson and activities in advance Teacher
with learning outcomes, including any changes from previous
lessons. Remind class of last lessons poetry to ready state of mind for
their new poetry lesson.
10-20 Introduce “haiku poetry” style and technique. Power Point
• Teacher reads examples for the class YouTube
• Shows poem on slide
• 7 Spring Haiku (Poems for the classroom.) Mr Peek's Poetry Funtime
https://www.youtube.com/watch?v=A6X1WiXyqKo (reading)
• 7 Fortnite Haiku. Mr Peek's Poetry Funtime
https://www.youtube.com/watch?v=ZWvXh2_3LPE

20-40 Students given copies of cinquain poems to read as follows: Copies of

• Alone out loud poems:
• Alone quietly retrieved from
• In groups https://www.f
• Read out in front of the class amilyfriendpoe
Students can sit in groups, on bean bags on the floor or any other safe ms.com/poem
and reasonable configuration. s/other/haiku/
October’s Gold by P. Holmes.
January by P. Holmes.
The Pink Summer Sphere by S. Joon Kim.
40-55 Students practice writing their own Haiku poems. Suggested topics: Any unusual
• Weather & seasons moving
• Space & Planets (suggest to Josh MERCURY or NOVA etc.) objects, e.g.
• Dance or singing eggbeater,
• A new object provided for the students to observe and write hole puncher,
about mobile phone
55-60 Conclusion and discussion with class, comparing and contrasting the Teacher
three different styles of poetry.
Post- Reflect on Josh’s behaviour and interaction with the poems, visually, Teacher
lesson orally and with physical props, and how sequencing consecutive poetry
lessons in the same format suits his learning as well as the other
students. How can this be applied to further English studies with Josh
and his class?

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Part 3 – Reflection & Consultation

While all three lessons have been built using some of the key principles of universal
design for learning, it is just as important to evaluate and critique each class exercise
and the different formats to better develop Josh’s education moving forward. While
different means of expression, engagement and representation are present in all three
lessons it is worth being mindful that students with autism spectrum disorder can
experience sensory overload that can trigger disengagement, learning deficits or
challenging behaviour (Lane, 2013). Hence, the flow and timings of each lesson
component need to be carefully measured to make sure Josh is learning and engaging
without overwhelming him.

Within the student directed parts of the lesson, extra time can be spent to assist Josh
in learning to work with different peer groups in a comfortable environment. As Hui et
al. (2016) state, children with ASD often experience greater difficulty in interpreting
social cues, both verbal and nonverbal. Since ‘rough play’ has already been observed
with Josh, this is a part of the lesson that should require more attention but can also
deliver greater reward. In like vein, the opportunity for Josh to play with and evaluate
some physical instruments during the lesson (such as an eggbeater, stapler, magnets
and so forth) gives him the opportunity to rehearse proper classroom etiquette while
also igniting his imagination that he can then translate into a poem, turning some of
his potential weakness to strengths (Nisbet, 2019).

Finally consulting with Josh’s parents, support workers as well as fellow colleagues
who also teach Josh can provide some of the best possible feedback available.
Finding colleagues with similar “inclusion agendas and identified student needs”
(Howes, 2017) can provide insights that may take considerable time to otherwise
discover, as well as different pedagogical avenues for Josh without having to reinvent
the wheel. Likewise, Josh’s parents will know things not even his favourite educators
will know. Albeit, some parents find it confronting to acknowledge their child’s special
needs (Fialka, 2001) and therefore have to be dealt with in a way that is collaborative,
respectful and compassionate. The more people, resources and advice available, the
better the wholistic approach to Josh’s education will be.

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Part 4 – Report to Stakeholders

Josh has enormous aptitude and ability to learn when he is given clear instructions
and goals. His high intelligence when focused is capable of producing great and
relevant work, but without the principles of universal design for learning and careful
attention to providing inclusive education and planning he may side-track himself and
his peers. This can be managed by reflecting on his reactions and engagement to
learning content as well as his growth and positivity to his learning environment so that
he is provided an “equitable and flexible education” (Arthur-Kelly & Neilands, 2017). It
is therefore essential to explain activities and expectations upfront for Josh as part of
good pedagogical practice, as well as giving him notice well in advance of any changes
to routine, content or class structure. As Lane (2013) notes, “Change is not always a
problem, but unpredictability is” so this is important to keep in mind when planning
lessons for his class to keep Josh productive and on task.

Regarding his social skills, as Hui et al. (2016) state, children with autism can often
have a “qualitative impairment in social communication and interaction” and in this
sense Josh can use ongoing assistance. Since he has a propensity for stroking or
rubbing classmates or even engaging in rough play, every lesson should be another
opportunity for Josh to practice prosocial skills with his peers in a safe and respectful
environment while also giving him outlets for his curiosity and tactile inclinations. He
will respond well to modelling of good behaviour by both his teacher and fellow
students. With regular practice and encouragement, as well as reinforcement across
all of his different classes and at home, Josh can flourish in both his academic and
social skill development while also developing better relationships with his age-related
peers.

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References

Arthur-Kelly, M. & Neilands, J. (2017). Planning Effective Teaching Strategies.

In Foreman, P., & Arthur-Kelly, M, (Ed.), Inclusion in action (5th ed.)
(pp. 196-243). South Melbourne, VIC. Engage Learning Australia.

Fialka, J. (2001). The Dance of Partnership: Why Do My Feet Hurt? Young

Exceptional Children, 4(2), 21–27.

Foreman, P., & Arthur-Kelly, M, (Ed.). (2017). Inclusion in action (5th ed.).
South Melbourne, VIC. Cengage Learning Australia.

Howes, M. (2017). Practising Inclusion in Diverse School Communities. In

Foreman, P., & Arthur-Kelly, M, (Ed.), Inclusion in action (5th ed.) (pp.
85-132). South Melbourne, VIC. Engage Learning Australia.

Hui Shyuan Ng, A., Schulze, K., Rudrud, E., & Leaf, J. (2016). Using the
Teaching Interactions Procedure to Teach Social Skills to Children With
Autism and Intellectual Disability. American Journal on Intellectual and
Developmental Disabilities, 121(6), 501-519.

Lane, K. (2013). Autism in the classroom. Independent Education, 43(2), 13.

Laugeson, E., Ellingsen, A., Sanderson, R., Tucci, J., & Bates, L. (2014). The
ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum
Disorder in the Classroom: The UCLA PEERS ® Program. Journal of
Autism and Developmental Disorders, 44(9), 2244-2256.

Lieberman, L. (2017) The Need for Universal Design for Learning. Journal of
Physical Education, Recreation & Dance, 88(3), 5-7.

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Nisbet, J. (2019). Universal Design for Learning: Principles and Examples for
2019. Prodigy. Retrieved from
https://www.prodigygame.com/blog/universal-design-for-learning/

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