Name: Molly Morgan *

Age: 15

Year: 9 (Stage 5)

Learning Disability: Diagnosed Autism Spectrum Disorder

* This person is fictitious. Any resemblance to actual persons is completely coincidental.

Areas of Strength: Molly is very creative and thrives when the class participants in
creative, hands on, kinesthetic activities such as painting and drawing.
Molly is constantly renowned for trying her best within class to participate within
activities. Molly has strong verbal and memory skills, which plays a large role in her
successful participation within creative tasks.

Areas of Need: Molly requires reminders to pay attention in class and to use class time
effectively. Within class, Molly is known to fail to exhibit appropriate behaviors which
could enhance her development (Schopler, Mesibov, 2003). Molly is renowned for
rushing through her work and as a result, does not always understand the class work
requirements. As a result, Molly tends to exude frustration and is easily aggravated. It is
also noted that Molly does not act age appropriate within classes. Molly tends to go off
on her own tangent by making funny noises, as well as singing at random times within
class. This display of behaviour also correlates with a lack of social skills and
heightened anxiety when amongst her peers. This is further established by Dodd
(2005) who notes Autism Spectrum disorder (ASD) presents itself as a constellation of
characteristics that revolve around sensory abnormalities and social development
impairments.

The need for inclusive lesson design is a growing subject within Australian

education. Through the establishment of legislation including the Australian

Discrimination Act of 1992 (and amendments of 2005) as well as the Disability

Standards of 2005, Australian education has been provided legal parameters around

educators responsibility in providing all students access and participation to inclusive

education. It is now essential that Australian classrooms cater and support all students

abilities (Meyer and Rose, 2005). With this shift in educational practice, teachers are

now required to develop and implement programs with realistic goals that all of their

students can reach. To actively do this, Loreman (2009) establishes the importance of

incorporating a universal design for learning (UDL). UDL is an educational framework

applauded for its ability to minimise barriers and maximise learning for all students.

Through the use of the three UDL principles; multiple means of representation,

expression and engagement this paper will explore the benefit of UDL practices within a

Modern History classroom through the included lesson plan that has had adaptations

made to provide inclusion for the case study, Molly Morgan who has been diagnosed

with Autism spectrum Disorder.

The importance of designing inclusive curriculum is described by Navaro (2016

as recognizing the broad diversity of learners, respecting their ability and ensuring

accessibility to the learning environment. Through the incorporation of UDL,

curriculum is established to provide genuine learning opportunities for all students,

allowing them to gain knowledge, skills, and enthusiasm for learning (Loreman, 2009).

In designing curriculum, UDL acts as a blueprint for creating flexible goals, methods,

materials, and assessments that work for everyone (Cast, 2013). This blueprint

incorporates 3 aspects, which allows for the what of learning, the how of learning,

and the why of learning. With the successful implementation of the UDL framework

teachers are delivering a scientifically valid framework for guiding educational

practices that promotes flexibility, demonstrates learner knowledge and reduces

barriers in instruction (Meo, 2008). The task of being an inclusive educator is known to

be time consuming but is warranted by Rose and Meyer (2005) as a process that when

implemented successfully, can actively engage students.

This lesson plan was created for a year 9 Modern History class studying Ancient

Greece as part of the Stage 5 program. The lesson plan below provides no clear

adaptations in its original construct. The below lesson plan has been modified in 2 ways

to help prompt inclusiveness within the classroom. The Blue colour highlights ways in
which the UDL framework can be used to adapt for students with multiple different

inclusive needs within the classroom, and the red colour has been used to show

adaptations specifically to assist the case study Molly. It is suggested by Le Couteur

(2003) that to successfully implement the UDL framework, collaboration amongst

multiple sectors must take place. Further to this, Curcic (2009) notes these to include;

the schools philosophy, climate, democratic leadership, staff collaboration, resources, &

liaison with parents all play an important role in promoting and implementing

inclusion.

Some of Mollys strengths are highly adaptable to History with her literal thinking,

excellent memory, and chronological understnanding. This information can assist in

guiding the breakdown of how to best present classroom tasks. While Mollys strengths

are called upon, De Boer (20011) discusses the importance of understanding a students

needs in order to be informed to set up an appropriate environment for the student(s).

In terms of Molly it has been established that her literacy levels are currently at a below

average position and this plays a part in Mollys short attention span on activities that

are text heavy, are not appropriately adjusted, and do not have a kinesthetic component

to increase engagement. Both these strengths and needs are highlighted and touched on

within the below lesson plan.

The first adjustment was made at the beginning of the lesson with a recap of the

previous lesson. Campbell and Campbell (2009) confirm that by starting a lesson off

with by recapping the previous lesson allows learners to remember and show their

knowledge. This adjustment looked at the first principle of UDL, provide multiple

means of Representation, in particular 3.1 Activate/ supply background knowledge

(Cast, 2013). Campbell and Campbell (2009) research further notes the success of
recapping to allow students to hold information for longer, and help facilitate the

movement of information from working memory to long-term memory. This

modification whilst important for Molly, who has ASD, is also beneficial for all students

within the class as they can recall pre knowledge to use within the current lesson.

The second adjustment to the history lesson is to provide a detailed outline on the

board in line with the first principle of UDL provide multiple means of Representation,

particularly 1.1 offer ways to cutomise the display of information, and 3.3 guiding

information processing, visualisation and manipulation. As Molly is a visual learner,

providing visual support interventions would help Molly with her cognitive disability

(Hodgdon, 2000). Through the use of visual support Autism Speaks (2012) states it

enhances the communication process for students with ASD. Furthermore, by the

teacher detailing the lesson it allows Molly (and other learners) to cope with the

transition of tasks and remind them that change is looming.

Moving forward with the lesson plan adjustments, Shelton (2016) notes the importance

of students with ASD feeling important within their classroom and amongst their peers.

Shelton continuers that like other students with ASD want to feel valued and through

group work are able to build relationships and feel part of the class community. To help

alleviate any social issues that Molly has, Molly is called upon as a leader of the class

with the important duty of handing out the student booklets. This helps Molly develop

friendships with her classmates, and also provides her responsibility within the class.

The original lesson plan offered no alternative to the student workbooks used within

this unit of work. Through the teacher not offering alternatives to the students, this

lesson limits the amount of engagement that can be gained by some of the students. As
an adjustment keeping in line with the UDL framework, students are offered multiple

ways to engage with the student workbooks. Students have the opportunity to access

the student workbooks in its original form, be supplied with a workbook that has had

the font size, type, colour, layout and spacing specifically used to assist learners who

may need clearer, larger text to comprehend the lesson, as well as a student book that is

in colour and digital student books. This adjustment had been made in line with

research undertaken by Devine (2014) particularly for Molly, noting that for ASD

learners, colours can be much quicker to decode than language. This form of

adjustment correlates with the first and second principles of UDL namely, provide

multiple means of Representation and provide multiple means of Action and Expression.

This task focuses on points 1.1 customise the display of information 4.1 optimise access

to tools and assistive technology and 7.1 optimising individual choice and autonomy,

thus recruiting interest (Cast, 2013)

The subsequent task requires students to work within groups. Working in group

settings can at times be confronting for students with ASD (Mitchell, 2014). Mitchell

continues that creating heterogeneous group tasks recognises mixed abilities, and

differences which should be celebrated. This task focusing on group work assists in

meeting the third principle of UDL, Provide multiple means of Engagement. Especially in

regards to fostering collaboration and community (Cast, 2013). Through group tasks, not

only is Molly assisted, but group work can also benefit other learners without evident

different needs (Loreman, cited in Jorgensen, 1998 and Kennedy and Fisher, 2001). In

this case, this research is taken into consideration and Molly is provided the

opportunity of having first choice of whom she wishes to work with. Not only does this

allow Molly to be guided by other students it also helps develop Mollys social skills

which is noted as an area of need.

The final task for this lesson on Ancient Greece is based on Ancient Greek geography,

and has the students label a map of Ancient Greece. The original lesson plan provides

no scaffolding for this task, nor and adjustment options to assist students who require

it. By not having any adjustment option Loreman (2011) notes flexibility of instruction

hasnt been implemented and learning cannot be maximised. The adjustments made

for this task called upon encorporating all three principles of UDL, Provide multiple

means of representation, Provide multiple means of Action / Expression, and Provide

multiple means of Engagement (Cast, 2013).. This task predominately focused on points,

1.1, and 1.2 offering alternatives to auditory and visual information, 4.1 varying

methods of response, 5.2 using multiple tools for construction and composition and 8.3

fostering collaboration and community.

In order to scaffold this task for students are firstly asked to remain in their pairs. This

amendment assists all students not just Molly as they can collectively use their

knowledge and research to label the map. Secondly, students are able to use the

computers around the classroom to watch a YouTube clip which showcases the areas

that need to be located on the map. Once students have this information instead of

following the original lesson plan, which is to draw the map in their student books and

identify the main cities of interest, students can now express themselves in this task.

Students are provided multiple means of completing this task including the original

method of drawing the map and labelling in their student book, creating the map and

labelling on the computer and printing it out, or being supplied with textas and A3

paper to draw a larger scale map. This last method provides a kinesthetic approach to

engaging students, in particular Molly who is noted for her creativity. Further to this,

incorporating a kinesthetic component also helps break up the lesson for ASD students.

(Karten, 2015).
The use of the UDL framework has been verified to benefit the different learning needs

of students within the same class. Through allowing for different modes including

representation, expression and engagement all students are provided the opportunity

to engage with class work without segregation from a mainstream, class.

Whilst this paper aims to show the appropriate adaptations for case study student,

Molly Morgan, the same modifications are also applicable for other students within the

class. When in its full effect, inclusion creates an environment of full participation of all

students in all aspects of schooling. Furthermore, when successfully implemented, focus

turns to mainstream schools and classrooms being responsive and willing to implement

adaptations to meet the needs of their students, as well as valuing their differences.

Through continued legislative parameters mandating inclusive education being

available and accessible to all students, teacher emphasis moves from the notion of

students adapting to curriculum, to curriculum adapting to students (Foreman, 2009).

This movement is noted by Loreman (2011) to be a difference of more than mere

semantics, and a primary aim of every teacher and school. Thus, when inclusion is done

well, everyone wins (Loreman, 2011).

 Lesson Plan

Topic area: Ancient Greece Stage of Learner: 5 (yr 9) Syllabus Pages: 54-55

Date: Term 1, Week 7 Location Booked: Classroom Lesson Number: 3 / 20

Time: 60 minutes Total Number of students: 26 Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal Use specific
Describe the
assessments of what concepts and
HT4-2Describes major periods geographical setting
students know terminology
of historical time, and natural features
about Greek relating to Ancient
sequence of events, of the ancient
Geography. Greece.
peoples, and societies society
from the past Explain how the Describe the
geographical everyday life of
HT4-3describes and assesses setting and men, women and
the motives and actions of natural features children in the
past individuals and influenced the ancient society
groups in the context of development of
past societies the society

HT4-6 uses evidence from

sources to support
historical narratives and
explanations

HT4-9 uses a range of historical

terms and concepts when
communicating an
understanding of the past

HT4-10 selects and uses

appropriate oral, written,
visual and digital forms to
communicate about the
past
Time Teaching and learning actions Organisation Centered
T/S
0-5 Teacher welcomes in students and asks them to Teacher: Front of class marking
take a seat. Teacher to read out roll whist the roll, making eye contact with
students get out their student workbook and each student as they answer to
prepare for todays lesson. acknowledge the student.

UDL: Teacher goes over last lessons activities to Student: Sitting at their desk
help students connect that information with what listening for their name to be
they will be learning today. Lesson details are called out. T
placed on the board for student to follow along
with. Resources: roll

Adjustment for Molly: Writing is large and clear to

help Molly concentrate on the lesson details. Molly
is also provided a print out of the lesson details.

Molly hands out the student books to her peers to

help form classroom friendships and build on
Mollys social skills.

5-20 Teacher announces that they will be commencing Teacher: At the front of the class
class today with a fun little activity called hello, my introducing todays lesson and
name is. Teacher asks students to open their the first activity.
student workbooks to Lesson 3 activity.
Teacher explains that students have 10 minutes to Student: Sitting at their desks,
go look at the letters of the Greek alphabet and with their student workbook
create their first and last name in Greek Letters. open to lesson 3.

UDL: Students are given an example on the smart Resources: Student Workbooks. T
board to help initiate their engagement with the
task. The example is the Teachers last name (to
assist them understand the task with a name they
are familiar with). Students are also provided the
option to use the computers to do this activity.

Adjustment for Molly: Teacher has pre printed out

the letters for Mol in a large black font. Instead of
Molly writing the letters, Molly arranges the large
letters in order to provide a more hands on
approach to the opening task.

20-25 After students have completed the Hello, my name
is task teacher asks students to turn to the next
page to start looking at the Geography of Ancient
Greece.
Teacher gives a brief introduction on the geography
setting of Ancient Greece and places a coloured
map on the smart board and starts discussing the
importance of the Ancient Greek land structure.
Teacher introduces the task of labelling the map
within their booklet and asks students to label the
supplied map individually within their student
book.
Teacher: Front of class explaining
the importance of Ancient Greek
geography. Giving introduction of
next task.
Student: Sitting at their desk
listening to the introduction by
the teacher then arranging
themselves in pairs at computers. S
Resources: smart board to
project presentation, workbooks.
 UDL: Students are provided the opportunity to
work in pairs for this task as well as use different
methods to create and present their map-labelling
task.

Adjustment for Molly: Molly is provided a print out

of the notes the teacher is discussing on the board
regarding the land structure. Molly is able to pick
who she wishes to work with first to help make
Molly feel comfortable and work on her social skills.

25-55 Students complete the ma creating and map- Teacher: Assisting students with
labeling task. the task, and observing (to the
best of their ability) that students
UDL: Students are able to present the map in a way arent using the internet for other
that best suits their ability. Such as audio or video, purposes.
multimedia, drawing etc.
S
Student: Sitting at computers,
Adjustment for Molly: Molly is provided with textas and completing map-labelling
and A3 paper as well as a drawing of the Ancient activity.
Map of Greece for her to replicate and label.
Resources: Student Workbook,
Internet.

55-60 Teacher thanks class for their work today. Teacher Teacher: Thanks students for
asks students to put their workbooks in the tote their participation.
tray for their class.
Student: Packing up, placing
UDL: Teacher provides students with an over view workbooks in tote tray, and
of next lessons activities and tasks. Teacher uses the getting ready to be dismissed.
last few minutes to go around the class and asks the
students to share wither one thing they have Resources: n/a
learned today, or one thing they have enjoyed.

Adjustment for Molly: Molly collects student books

from her classmates. Next lessons activities and T/S
tasks are written on the board for Molly to
comprehend. With the last task of the teacher
going around the class, the teacher pre empts
Molly at the beginning of the class that this end
task will be happening. Molly is also offered to go
first so she can share her answer with the class
before someone shares it before she gets a chance
to share it.
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