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Inclusive assessment #3: Case-study of effective inclusion through the use of UDL as a

framework to inform lesson design

The following document refers to a student who has been deidentified here for privacy and ethical reasons.

Harry is a 13-year-old student currently in Year 7, presenting with visual impairment, below average gross

motor skills and notable inattentiveness for which the author is responsible in Science classes.

Following recommendations by the school support team, Harry’s parents have sought out medical

assessment on the extent and specifics of the visual impairment, however this process is still in progress.

As such Harry does not currently have a clear diagnosis, prescription glasses or other specific inclusive

technologies recommended by medical professionals. Visual impairment refers to any discernible

dysfunction in the perception of visual stimuli that can interfere with an individuals capacity to operate in

society (Holbrook et al., 2017). Individuals with visual impairment are a significantly heterogeneous

grouping, ranging from complete blindness to problems focusing or limited fields of view and as such the

nature and impact of their individual impairments differs greatly (Holbrook et al., 2017). It is unclear

whether Harry’s visual impairment is directly linked to his difficulties with gross motor skills or attention,

however this is possible – students with significant visual impairment commonly have difficulty engaging in

lessons which can lead to habitual inattentiveness and may also experience difficulties coordinating motor

function to move within spaces that they cannot adequately perceive (Holbrook et al., 2017).

Harry is a keen biologist with an interest in all things related to the natural world – animals, plants and

bugs – and generally performs at or slightly above the standard in most KLAs aside from PE, seemingly on

account of his difficulty with gross motor skills. He is a quiet student who doesn’t tend to engage in

conversation as often as his peers, however, when he does engage socially he is a competent

conversationalist, particular on topics he is interested in. When given classwork, Harry happily participates

in activities and completely focuses on singular tasks, completing them to a sound standard. Difficulty

arises however in switching Harry between tasks, presenting with inattentiveness and a lack of awareness

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to his surroundings, requiring the teacher to stand directly in his line of vision and clearly acquire his

attention before providing new instructions. Additionally, Harry tends to position himself in front of

classmates when examining objects or images presented to the class in his efforts to see properly.

He frequently appears off balance moving within the playground and classroom, and his apparent motor

difficulties extend to completing written tasks in the classroom, often writing outside the lines. This seems

to be connected with his visual impairment, as Harry also performs better when closer to the front of the

classroom, has a tendency to hold anything he is working with relatively close to his face to be able to

focus on it and can comfortably type using a computer without difficulties (Holbrook et al., 2017).

Overall, Harry’s primary needs are: accommodation to minimise reliance on visual information, strategies

to assist visual perception and strategies to improve general awareness.

In order to appropriately cater to Harry, as well as improve outcomes for his peers, the Universal Design

for Learning (UDL) framework has been adopted to inform the design of lessons to ensure accessibility for

all. UDL derives its principles from the social model of disability, which identifies the primary limiting

factors placed upon an individual with a disability as a result of societal structures and not strictly a result

of the individual’s impairment (CAST 2018). As such, the UDL framework provides a guideline for designing

curricula and learning programs to mitigate any barriers that may arise for students with disability that

would otherwise reduce access in education, and hence success, to which they are entitled as a human

right (CAST 2018).

However UDL emphasises that: 1) design choices are pre-emptive and flexible to increase accessibility

without necessarily knowing the exact needs of specific end users, and not retrofits; and 2) that

accommodations to improve accessibility for individuals with identified disabilities will improve

accessibility for other students who require diversity in education or those living with otherwise “invisible”

disabilities (CAST 2018; Ross, 2019).

The UDL framework consists of three primary elements: multiple means of Engagement; multiple means of

Representation; and multiple means of Action & Expression (CAST 2018). The following lessons designed

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using UDL to optimise learning for Harry and his peers include a variety of strategies.

Lessons are framed by a routine of students entering, clear instructions being verbalised and written on the

board, and each student taking their collaboratively assigned seats (CAST 2018). For Harry, his seat is front

and centre of the class with his learning buddy to optimise his engagement and awareness (Zelenka, 2017).

Each lesson begins by engaging students in collaborative discussion on the previous lesson supplemented

by Pear Deck – a presentation program that displays the same presentation to all students with which they

can then respond through – enabling questions to be asked verbally and in text supported by images, and

students to respond verbally or in text or images through Pear Deck (CAST 2018). In this manner all

students have equal opportunity to perceive, comprehend and respond in an effective manner. Pear Deck

then forms the backbone of the lessons to facilitate both multiple means of Representation and Action &

Expression, allowing students to watch videos at their own pace where appropriate with optimised sound

profiles and closed captioning as necessary, or submit responses in their own desired format – as text,

video, audio or images. The use of laptops enables customisation of font output to increase readability and

reduces motor control burdens on students like Harry, improving his pacing and reducing excess cognitive

load (CAST 2018; Hutchinson & Martin, 2012).

For activities without digital equipment, magnifying glasses are available to improve accessibility.

Each lesson rounds out with short reflective activities to help the Year 7 students become familiar with and

practice self-monitoring and reflection to develop self-directed, independent motivation and learning.

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Part 2: Lesson plans
Key:
Multiple means of Engagement

Multiple means of Representation

Multiple means of Action and Expression

1) Sewage Treatment

Year 7 Science
SC4-17CW.CW3.d
SC4-6WS
Timin TEACHER ACTIVITIES
g
10 Link to previous lesson – As per routine, clear and concise instruction on the board and verbal cues, have
mins students open their devices and join the class Pear Deck session. Ensure students are in their prescribed
seats and understand the task by directly asking them.
Ask students the following questions supported by written text and visuals on slides:
What did we do last lesson?
What was water purification for? Why was it important?
What was the process we used?
If water purification was for making water safe to drink and other uses, what happens to the water after
we use it?
Responses may be verbal or via text/images through Pear Deck.

10 Verbally introduce topic of Sewage treatment, supported by text and images, and ask students what they
mins already know and what they want to know, co-constructing lesson goals.

Students tasked with exploring the Sydney Water website on Waste Treatment to outline the steps
10 involved, either in pairs or individually. Responses may be verbal or via text/images through Pear Deck.
mins
5-10 Have students define the new terms and create a digital/written flowchart of waste processing to mimic
mins the one modelled in the previous lesson.
Provide clear and personalised feedback to each student in their work.

5 mins Without telling students what process is occurring, demonstrate flocculation and have them identify
what is happening and relate it to Waste treatment

15-20 Instruct students to watch Catalyst video on water recycling for drinking on their devices, enabling
mins individual volume control and closed captioning. Ask them to note digitally/written 3 things they find
interesting, and 3 things they don’t understand.

Discuss whether students would drink recycled water, having them justify their answers. Responses may
be verbal or via text/images through Pear Deck.

5 mins
5 mins Recap the lesson with students and have them complete self-monitoring slips (digitally/written) to reflect
on their behaviour, quality of work this lesson and how they may improve.

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2) Introduction to Ecology:

Year 7 Science
SC4-14LW.LW5.a
Timin TEACHER ACTIVITIES
g
10 Introduce Ecology – As per routine, clear and concise instruction on the board and verbal cues, have
mins students open their devices and join the class Pear Deck session. Ensure students are in their prescribed
seats and understand the task by directly asking them.
Ask students the following questions supported by written text and visuals on slides:
What is your favourite animal/living thing?
Where does it live? What is its home like?
Hand out digital/written unit outline and discuss the coming unit
Responses may be verbal or via text/images through Pear Deck.

20 Have students watch the video on their devices and discuss the following questions, presented via Pear
mins Deck:
https://www.youtube.com/watch?v=GlnFylwdYH4
Video – questions:
What is the study of ecology?
Can organisms survive totally on their own? Even plants?
What is the largest ecological system?
What is an ecosystem?
What are some non-living things in the ecosystem?
If an ecosystem was the living and non-living things in an area, what was a community?
All of the organisms of one type of species in an area?
What does an organism refer to?
Habitat vs niche?
Use desert, marine and forest ecosystems as examples

Responses may be verbal or via text/images through Pear Deck.

10 Hand out and have students complete digital/written word search for the terminology they will be
mins encountering

15-20 Have students complete the digital/written crossword, in pairs or individually, matching the terminology in
mins the prior word search to definitions.

5 mins Discuss answers and recap the lesson with students and have them complete self-monitoring slips
(digitally/written) to reflect on their behaviour and quality of work this lesson.

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3) What lives in our school yard: (conducted over a double period)

Year 7 Science
SC4-14LW.LW5.a
Timin TEACHER ACTIVITIES
g
10 Link to previous lesson - As per routine, clear and concise instruction on the board and verbal cues, have
mins students open their devices and join the class Pear Deck session. Ensure students are in their prescribed
seats and understand the task by directly asking them.
Ask students the following questions supported by written text and visuals on slides:
What did we cover last time? What forms the basis of our ecosystems?
Do we remember the food web from the last lesson?
Have students create a food web by hand or Pear Deck on the board collaboratively
10 Researching the invertebrates we might find – hand out invertebrate guides and have class use devices to
mins research what each category of invertebrate is likely to eat and hence its consumer order. Have students
verbally describe each invertebrate to their partners.

20 Prepare students for investigation – using images and text as support on Pear Deck, verbally explain what
mins the practical investigation will involve, use questioning to confirm student understanding. Hand out
simplified practical sheets with large font options and magnifying glasses.
Outline the area to be searched, the methods and equipment to be used.
Work through the hazards that might be encountered and how you will deal with them. Assist students in
selecting group members and individual roles.
30 Conduct investigation – direct students to hunt for insects, searching area A first and then area B. Instruct
mins students to support their group members and stick together.

5-10 Return to class and settle

mins

10-15 Have students collate and submit data digitally via Pear Deck or in writing, collectively discussing the
mins species found

5 mins Recap the lesson with students and have them complete self-monitoring slips (digitally/written) to reflect
on their behaviour and quality of work this lesson.

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Part 3: Critical reflection

The UDL informed lessons worked effectively and showed a marked improvement in student participation

and success, with the accommodations afforded by the UDL framework mirroring other research-based

models of general good pedagogical practice (Gore & Ladwig, 2006). Whilst all students benefitted as a

result of the increased accessibility of content and engaging elements of the lessons, Harry in particular

was highly engaged and more responsive to instruction. The use of Pear Deck shifting presentations from a

white board to his own screen reduced the impact of his visual impairment and coupled with his freedom

to type over handwriting, significantly reduced the extraneous cognitive load (Gore & Ladwig, 2006).

Placing Harry at the front of the class also made keeping track of his progress, providing direct feedback

and ensuring he understood each task much easier and it showed in how he rated his performance each

lesson on the reflective end-slips. Despite his habitual apathy for outdoor related activities, Harry relished

the opportunity to hunt for invertebrates in the local bushland of the school thanks to his love of biology

and participated well without incident thanks to his groupmates supporting him. In future lessons Harry’s

needs could also be catered to by expanding the space between tables in the classroom to improve ease of

movement and limiting the display of posters to the rear half the room outside his line of sight to reduce

visual stimuli that may otherwise monopolise his focus (CAST 2018; Zelenka, 2017).

Beyond Harry, inclusive education facilitated by UDL has been advantageous for all students in the class

and should be utilised in future for the planning of lessons to maximise effective practice.

Moving forward, it would be helpful to consult further with Harry’s parents and the School Learning

Support Officer (SLSO) to identify further accommodations to support both Harry and his peers. Of

particular import would be the specifics of Harry’s visual impairment and prescription of specialised

inclusive technology, i.e. glasses.

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Part 4: Report to stakeholders

Dear Mr and Mrs Harrison, (deidentified for privacy reasons)

As per our previous discussions around the identification of your son Harry’s needs this letter has been

written to provide you with an update on the progress being made.

As a result of the inclusive education guidelines we have adopted (specifically UDL) Harry has seen

noteworthy improvement in his Science classes. He has happily shifted to using a laptop as his primary

means of work rather than handwriting, significantly improving his work pace and seemingly freeing him

up to be slightly more aware of his surroundings. This improvement coupled with his new permanent

placement at the front of the class alongside his learning partner Damien (deidentified) has allowed for

closer attention to be provided to him when necessary and his responsiveness to instructions has

improved. With the current Ecology unit Harry has been quite engrossed in each lesson on account of his

interest in all things biological, necessitating little adjustment to ensure his engagement. Most recently the

class undertook an outdoors practical to investigate what kinds of invertebrates are in the school bushland.

Despite his frequent disinterest in physical activity he gladly took part in the bug hunt and had no issues

staying on his feet supported by Damien and the rest of their research group.

It is also a pleasure to report that as a result of the improvement we have seen in the outcomes of all

students as well as Harry with the implementation of the inclusion initiative, we will be continuing to utilise

the UDL framework in future for all classes.

Sincerely,

Harry’s Science Teacher.

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References:

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org

Gore, J., & Ladwig, J. (2006). Quality teaching in NSW public schools: A Classroom Practice Guide (2nd ed.).

Ryde: NSW Department of Education and Training.

Holbrook, M. C., McCarthy, T., & Kamei-Hannan, C. (Eds.). (2017). Foundations of education (Third edition).

AFB Press, American Foundation for the Blind.

Hutchinson, N. L., & Martin, A. K. (2012). Inclusive classrooms in Ontario schools. Pearson Canada.

Nisbet, J. (2019). Universal Design for Learning: Principles and Examples for 2019. Prodigy.

https://www.prodigygame.com/blog/universal-design-for-learning/

Ross, S. R. (2019). Supporting your neurodiverse student population with the Universal Design for Learning

(UDL) framework. 2019 IEEE Frontiers in Education Conference (FIE), 1–5.

https://doi.org/10.1109/FIE43999.2019.9028693=

Zelenka, V. (2017). Universal Interventions for Students With ADHD—and All Students. Kappa Delta Pi

Record, 53(1), 37–40. https://doi.org/10.1080/00228958.2017.1264820

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