02746 INCLUSIVE EDUCATION
Section 1: Student Profile
Students Profile
| Name of Students | Michael | Standard | Year 4 |
| Age | 9 Years-old | Key Strengths |
|
Description of students' strengths, needed areas and interests
Michael is a 9 year old learner in Year 4 at a public primary school in the “Western Sydney” region. Michael is also diagnosed of “cerebral palsy (CP)” and has difficulties with motor coordination and particularly “fine motor control”, Michael is a wheelchair user. Still, it is possible to speak about Michael as an eager learner who has quite a good prognosis for improvement in academic studies, demonstrating the best results in mathematical and natural–scientific subjects (Rao et al. 2023). Consequently, Michael likes solving difficult problems and practical works, particularly in the field of science. Michael likes “construction of model” airplanes and car and admires adventure stories.
Michael’s profile highlights the importance of adapting learning environments to meet individual needs while supporting participation and independence. Students seeking best assignment help can use this sample to understand how student profiles, UDL strategies and inclusive teaching approaches can be applied in practice.
Michael’s areas of need center on fine motor coordination and mobility. Some of the exploration activities are distorted for him, like writing, cutting with scissors or handling small objects. Michael uses technology in order to control a tablet loaded with applications, voice and the proper positioned keyboard and mouse. These help him to contribute to the class in the best way that Michael is able to do (Mackey et al. 2023). These may include provision of desks and other facilities for disabled persons, spacious classrooms and corridors for a wheelchair bound persons like Him.
Data Gathering and identification of the Stakeholder Engagement
A “strengths-based approach” of assessment involves the scholarly achievements tests, the observations made by teachers, and the interactions with Michael’s family and the allied health care givers (Praveen et al. 2024). The various aspects concerning Michael, his goals, passion, and schedule through the communication that was had with his father. Thus, Michael’s father is also very responsive and works in partnership with the school and help the latter to meet all the needs of Michael.
The “OT” or Occupational Therapist”, Physiotherapist, and “Speech Therapist” submit reports from time to time as regards Michael’s improvement. The OT mainly deals with refining the “motor coordination” and in the case of the Physiotherapist, the strength gain and mobility. While Michael has developed speech which others can comprehend, he still has to use communication aids and techniques to learn with the support of the Speech Therapist.
Thus, during observations in the classroom the researcher observed that the subject Michael is more active during the interactive and visual mode of learning (Vasinda & Pilgrim, 2023). Michael enjoys interacting with other students and has friends with whom he may learn from and/or understand each other. For instance, Jake is a learned friend who also has learning disabilities.
Analysis of the gathered data with its implications for learning and teaching
Application of the “Vygotsky’s sociocultural theory” posits that learning is a process that is marked by the social interactions and “scaffolding”. Due to his strengths in collaborative learning as well as learning that involves alteration of activities to fit his capabilities, Michael benefitted from such a teaching style. Michael’s inclusion is supported by the “UDL” because it provides a framework for designing lessons that are barrier free.
Specifically, Michael has extraordinary opportunities to learn when Michael is provided with the option for alternative ways of demonstrating his acquisition, for instance, using dictation or any other technologies (Heydari et al. 2021). This also includes the “constructivism learning activities”, which enhances construction of knowledge through the hands on and problem solving style.
Due to the reasons discussed above, differentiation must be applied in Michael’s learning process. Michael’s practical participation should be encouraged through presenting more than one approach to attesting understanding and interacting with the material, while his physical disabilities should not have a negative impact on his learning process in class lessons.
Explanation of relevant information
Michael’s profile articulated helps in developmental understanding of teaching and planning for the diverse students. Michael needs further corrections, but Michael is an intelligent child who needs more difficult tasks to develop (Rao, 2021). Information derived from assessment and stakeholders makes a great impact in planning, and planning will be more targeted, responsive and empowering when it is done.
Under this premise, it is possible to provide Michael with a context for learning that fully appreciates all the potentials and resources, as well as providing him with the necessary support to effectively learn.
Section 2: Universal Design
Introduction of learning environment
Michael’s Year 4 class is located on the ground floor of a public primary school in “Western Sydney”; it’s a workout to elevate to the first floor, all in all, the school has no lift and no ramps. That is why, the transport space is designed broadly with partially wide aisles and readily available benches and chairs kinds identified for the different kinds of learning tasks (Espada-Chavarria et al. 2023). The classroom is inclusive for children with special needs for instance, Michael with a wheelchair and other children with physical or learning disability; Lily and Jake. There should be placings for the support staff and the equipment such as the tablets, the ergonomic keyboards, and the adjustable chairs.
Justification of chosen UDL strategies using 3 UDL principle terms
The “UDL Strategies (UDL)” play an important role in providing the flexible and inclusive kind of learning environment that helps to make the frame for diverse needs. The following section describes the justification for choosing the UDL strategies for Michael in the following sections.
1. Diversified type of information presentation
Concerning Michael who has difficulties writing handwriting assignments, the materials are modified in terms of font size and digital copies that can be accessed in his Tablet (Rao et al. 2023). Using visual helps and audio-visual aids is helpful to teach Michael, particularly in scientific and mathematical learning, which he cherishes and is talented within.
2. Various kind of pathways in development of the learning environments
Work interest such as love for mathematics, science, and model building are some of the areas that give Michael a lot of motivation in teach (Rogers & Gronseth, 2021). In group projects and pair work, the ideas are based on “Vygotsky’s theory” suggesting that interacting with peers can useful in cognitive development. Contractive learning enables Michael to engage in tasks of personal choice, thus increasing the level of Self-directedness and interest.
Students looking for education assignment help can refer to this section to understand how UDL strategies can reduce learning barriers and support different ways of engaging with, understanding and demonstrating learning.
3 .variety of ways for demonstration of the understanding
Due to the disability faced by Michael in fine “motor activities”, the lessons permit the application of other ways to showcase learning. Michael uses a “voice recognition software” to transcribe, graphics tablet as drawing board and question answer games and jigsaws to display knowledge. This is because through the voice recognition software as well as the ergonomic keyboard, he is also able to write essays on his own.
Use of the evidence-based approaches and strategies of Literature review
According to Mackey et al. (2023) described the UDL application depending on an experienced-based approach to describe how UDL helps to overcome the learning barriers in educational sectors. The author also mentioned that the adoption of this type of UDL strategy provides the shape of teaching strategies. Similarly, Praveen et al. (2024) mentioned that the UDL strategy helps in building inclusive classrooms. The author also mentioned that this type of teaching strategy helps overcome learning barriers and fulfil the students' needs. On the other hand, Vasinda & Pilgrim, (2023) elaborately explain the philosophy behind the use of UDL strategies. The author here mentioned the interconnection of the UDL strategies with the scaffolding frameworks that help to overcome the learning variabilities.
Summary of the lesson planning with UDL strategies
The unit of work that has been generated for the implementation of Michael’s class is an interdisciplinary concept where the Mathematics and Science education invites the students to engage in a project named as the “Designing a Dream Playground.” It accommodates the treatment of curriculum outcomes from both subjects as well as encouraging the interdisciplinary approach.
Lesson 1: Included in the representation is the videos, class demonstrations, and discussion. Michael is currently an active notetaker using the voice-to-text technology solution that allows Michael to make notes orally (Hills et al. 2022).
Lesson 2: Group brainstorm on the type of materials and design that is appropriate for the product. Michael shares ideas with respect to the designs with others and uses a tablet to sketch a concept map.
Lesson 3: Activities are adjusted by making worksheets in larger fonts and/or use of other technologies so that Michael can write down information.
Lesson 4: Building of models part using of kits provided. Michael gathers with help, and uses his small hand movements with tools in supporting manner.
Lesson 5: Presentation of designs in digital means. Michael is using different instruments such as the use of slides and the voice recording instrument.
All of these practices include the implementing of the “Universal Design for Learning principles” where each lesson is designed to provide equal opportunities to all the students, engage them effectively and provide equal chance to communicate their comprehension. This strategy brings equity and independent and most of all education for Michael and other children of his age.
Section 3: Plans for inclusive lesson
Learning intention
The whole class will be engaged on learning how to measure length using informal units such as “blocks, hand spans and paper clips” in a context. This includes with the “Mathematics K-2 syllabuses” which deal with describing the size of objects in terms of length.
Learning Outcome
Michael will estimate the length of a classroom object using at least one “non-standard unit” with less than the required two prompts from the adult caregiver for 3 out of 5 times during classroom activities of the week.
Rationale
Consequently, Michael’s “SMARTER goal” was designed with a focus on Michael’s learning style; this was characterized by the need for guidance on precisely what to do (instructions) as well as help in how to do it (“scaffolding”) coupled with practical learning activities. However, this process fostered Assessment for Learning in his class as it involves helping Michael to achieve a particular activity (Crecelius & Neild, 2022). The concepts of measurement using “non-standard units” are reasonable and reasonable curricular objectives for the independence and decision making of children. It aims at making Michael to be at par with his counterparts within class so that he can be allowed an opportunity to achieve his best. It is quite real, it integrates into family focused practices when providing updates to the caregivers in terms of the child’s progress and also feasible to transition to more formalized dimension that entails the use of measurement concepts.
Monitoring method and evaluation
The following are the criteria for measuring Michael’s progress that will be assessed from systematic observation during the two lessons and casual observations. The initiatives depicting the total number of times he takes or completes a measurement task (Fovet, 2021). Degree of adult prompting needed to determine how independent the learners can be when using the material. Time on task: A measure of recipient focus on the content of a message during a specified time period without being redirected towards other communications (Unluol Unal et al. 2022). This will be done through the checklist and anecdotal notes, and the information will be analyzed one weekly basis to know the progress made and the efficacy of the UDL strategy used.
| Lesson 1 | |||
| Stage of Lesson | Teacher | Students | Adjustments |
|---|---|---|---|
| Opening | With the subject of measurement, it is possible to engage the curiosity of learners by using a short story that involves animals. | Listen and discuss ideas. | Supplementary adjustment of using the physical props. |
| I do Modeled | Demonstrate the measurement of a book, use of paper Clips. The idea is to combine “non-verbal and verbal” means for the explanation on the diagram where the information is given. | Watch and ask questions. | The changes that were implemented in this lesson include the use of substantive writing style and peer observation partnering. |
| We do Guided | Observation of the guide class in measuring desk using blocks, proactively asking questions to elicit engagement, and representation of learning. | Coordinate with the other students to help in submission process of the answer. | Supplementary adjustment of using checklist and the support. |
| You do Independent | As a pre-assessment activity, the teacher can ask the students to use a chosen unit to measure their pencil case. | Helps in independent writing and drawing activities. | Wider use of the diversified, along with prompt assistance for necessary situation. |
| Closing | Class discussion of results. | Need to share all the experiences and identify the celebration. | Substantive use of flexible participation with the visual representations. |
| Wrap Up | Include positive comments and connection to the lesson that will be done the following day. | Participation in the all group activity | Use of feedback form, scaffolding |
| Lesson | |||
| Stage of Lesson | Teacher | Students | Adjustments |
|---|---|---|---|
| Opening | This is best illustrated by the America dying-alone measure and the jump rope, toy length death statistics | Prediction of the engagement and measurements in the entire discussion. | Supplementary adjustment needed with the role play and visual schedule |
| I do Modelled | Model of lengths in which the usage of informal units is followed. | Observation for clarifying the questions. | Substantive adjustment with simplification of the steps and use of the “visual based cue cards”. |
| We do Guided | Pair a group of students to compare the engagements in group activity. | Working in group activity for comparison and measurement | Substantive adjustment of providing of feedback scaffold and peer support. |
| You do Independent | Observe how the student tried to measure the object. | Use of different types of digital tools and drawing tools | Extensive support with the implementation of the recording tools with digital voice support |
| Closing | Reflection on the learnings by applications at home. | Share a real-life example with the peer groups. | Substantive adjustment of using different types of visual prompts and the flexible formats. |
| Wrap Up | Arrangement of quiz game | Participate in various game | Include the non-verbal options |
Reference List
Journals
- Crecelius, A., & Neild, R. (2022). Special Education: Inclusive Pedagogy & Online Learning UDL Strategies for Inequities beyond Emergency Remote Learning--A Family Focus. Thresholds in Education, 45(1), 41-58. [Retrieve from: https://eric.ed.gov/?id=EJ1452491] [Retrieve on: 15.04.2025]
- Espada-Chavarria, R., González-Montesino, R. H., López-Bastías, J. L., & Díaz-Vega, M. (2023). Universal design for learning and instruction: Effective strategies for inclusive higher education. Education Sciences, 13(6), 620. [Retrieve from: https://www.mdpi.com/2227-7102/13/6/620] [Retrieve on: 15.04.2025]
- Fovet, F. (2021). Developing an ecological approach to the strategic implementation of UDL in higher education. Journal of Education and Learning, 10(4), 27-39. [Retrieve from: https://eric.ed.gov/?id=EJ1309836] [Retrieve on: 15.04.2025]
- Heydari, J., Aliabadi, K., Qavam, S. E., & Roustaei, S. P. (2021). Development of thinking instructional design model based on Vygotsky's sociocultural theory. Quarterly Journal of Educational Psychology, 17(60). [Retrieve from: https://journals.atu.ac.ir/article_13428_dc98c7698f46c4530aadc19fba541e72.pdf] [Retrieve on: 15.04.2025]
- Hills, M., Overend, A., & Hildebrandt, S. (2022). Faculty perspectives on UDL: Exploring bridges and barriers for broader adoption in higher education. Canadian Journal for the Scholarship of Teaching and Learning, 13(1), n1. [Retrieve from: https://eric.ed.gov/?id=EJ1329620] [Retrieve on: 15.04.2025]
- Mackey, M., Takemae, N., Foshay, J., & Montesano, A. (2023). Experience-based UDL applications: Overcoming barriers to learning. International Journal of Instruction, 16(3), 1127-1146. [Retrieve from: https://e-iji.net/ats/index.php/pub/article/view/125] [Retrieve on: 15.04.2025]
- Praveen, A., Bashir, F., Ganie, A. N., Jan, S., & Zimik, P. (2024). The Use of UDL in an Inclusive Classroom: A Review Based Study. International Journal for Multidisciplinary Research, 6(4), 2582-2160. [Retrieve from: https://www.researchgate.net/profile/Fazila-Bashir/publication/383000198_The_Use_of_UDL_in_an_Inclusive_Classroom_A_Review_Based_Study/links/66b708df2361f42f23c51c78/The-Use-of-UDL-in-an-Inclusive-Classroom-A-Review-Based-Study.pdf] [Retrieve on: 15.04.2025]
- Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1), 1-10. [Retrieve from: https://edtechbooks.s3.us-west-2.amazonaws.com/pdfs/223/3753.pdf] [Retrieve on: 15.04.2025]
- Rao, K., Gravel, J. W., Rose, D. H., & Tucker-Smith, T. N. (2023). Universal Design for Learning in its 3rd decade: A focus on equity, inclusion, and design. International encyclopedia of education, 6, 712-720. [Retrieve from:] [Retrieve on: 15.04.2025]
- Rogers, S. A., & Gronseth, S. L. (2021). Applying UDL to online active learning. The Journal of Applied Instructional Design, 10(1), 7-29. [Retrieve from: https://pdfs.semanticscholar.org/6d45/017741326eda726b6455d8e145d53a3d5825.pdf] [Retrieve on: 15.04.2025]
- Unluol Unal, N., Karal, M. A., & Tan, S. (2022). Developing accessible lesson plans with universal design for learning (UDL). International Journal of Disability, Development and Education, 69(4), 1442-1456. [Retrieve from: https://www.tandfonline.com/doi/abs/10.1080/1034912X.2020.1812539] [Retrieve on: 15.04.2025]
- Vasinda, S., & Pilgrim, J. (2023). Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?. Reading Research Quarterly, 58(1), 44-58. [Retrieve from: https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.484] [Retrieve on: 15.04.2025]
