102084 - Inclusive Education 17644671 – My Y Lay Nguyen

ASSIGNMENT 2: CASE STUDY

Profile

Gina Dunka is a year 7 student who attends a Western Sydney High school. Gina was born

with a visual impairment and was diagnosed with a severity level of moderate low vision. She

participates in mainstream classes and generally requires visual aids to assist with class tasks. Gina

constantly disrupts the classes and is unable to complete tasks. She is extremely artistic and is

acknowledged as Gifted and Talented (G&T) despite her visual impairment. Her Individualised

Education Plan (IEP) evaluates her learning through a set of written and artistic elements. Gina

enjoys arts, watching movies and articulates well with sophistication to questions that are asked in

class. She offers insightful responses that extend her knowledge to her peers that are valuable. The

area that she needs improvements is completing written class task and behaviour. She rarely

completes written class task and often stares out the windows or sleeps in class. When it comes to

silent reading, she either sleeps or converses with friends. If she is unable to see, it can cause

frustration and may resort in her acting out on random occasion. Gina’s strength and weaknesses are

important to implement effective adjustments that would facilitate learning.

Part 1

Visual impairment is a vision loss in one or both eyes (Women's and Children's Health

Network, 2018). According to the World Health Organisation (WHO) (2017), visual impairment can

be defined as being on a broad spectrum of visual acuity and eye condition, making a distinction

between the different levels of blindness. Since Gina was diagnosed with moderately low vision, she

relies heavily on environmental changes and visual aids to assist her with class activities. While the

school are made aware of the importance of the environmental adjustments for Gina, there is still a

negative perception on understanding inclusive education for visual impairment students (Brown,

Packer & Passmore, 2013; Smith, Geruschat, & Huebner, 2004). The use of certain visual aids or
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certain changes made within a classroom may impose on Gina social interaction with peers (Brown,

Packer & Passmore, 2013). The environmental changes need to go beyond the classroom, making

changes from a whole school perspective as teachers are not properly trained and do not understand

what inclusive means for a student like Gina (Gray, 2005; Smith, Crockett & Griffin, 2012).

Teachers may feel anxious with change, for example adding visual aids or simply providing

expanded printouts, as they do not fully understand inclusivity for Gina (Smith, Crockett & Griffin,

2012). To work around Gina’s visual impairment is to provide lessons that will create a student-

centred approach with a more personalised curriculum that is centred around discussions and group

work for Gina, to integrate Gina into the classroom as whole with being singled out (Salend, 2008).

Gina heavily relies on verbal communication where physical classroom arrangement must be

taken into consideration. Structure the environment where Gina is able to share information with her

peers whilst still be able to connect as a whole classroom approach (Roy, 2014). Certain seating

arrangements must address Gina’s needs and other students within the classroom. According to

Salend (2008), students must be positioned where they are able to see each other to promote

communication. Seating arrangement such as the “U-Shaped” layout can promote student-centred

learning that can facilitate more discussion-based approach (Roy, 2014, p.5) On the other hand, the

“Modular Seating Arrangement” promotes group interaction group discussion and

corporative/collaborative learning (Roy, 2014, p.6). Depending on the activity, taking into

consideration the different types of seating arrangements, can facilitate Gina’s learning and what is

being taught that day. Another consideration within the classroom is simply knowing the students’

name. As Gina relies on auditory cues when being spoken to, knowing her name can make a

difference of the classroom dynamics (Turrill, 2008). This will enable the teacher to build a rapport

with Gina where she feels valued as a student, as it is evident through her insightful responses

(Starcher, 2011). Another adjustment can be made is the use of large handwriting on the whiteboard

or the use of clear large font on the PowerPoint slides (The Australian Government Department of
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Education and Training [ADCET], n.d.). In a situation where the teacher has to give a lecture,

consider where Gina is placed in the class so that she can see the board or the PowerPoint slides.

Further elaboration and whole-class discussion with complex probing questions may be needed for

more complex theory will ensure Gina’s engagement when participating in class activities (ADCET,

n.d.).

Gina’s weakness is her behaviour within the classroom. Her tendency to act out on certain

occasion appears to be a lack of engagement. She understands content on a complex level, however

certain activities, such as worksheets, disengages Gina and chooses not to participate. Such

behaviour may appear that the class task is not challenging enough and may be beneath her academic

ability. A study was done on the behaviours of the Gifted and Talented (G&T) students (Morawska

& Sanders, 2008). Although the study focused on the parental influence, it highlighted the

difficulties of social interactions and relationships within the educational setting (Morawska &

Sanders, 2008). While Gina is acknowledged as a G&T student, her misbehaviour stems from the

lack of interest in the allocated activities, as the task may not align with her academic abilities,

leading to boredom. Often, students who are identified as G&T would accelerate to match their

academic ability (Morawska & Sanders, 2008). However, acceleration can cause social isolation

because they are unable to connect with older students, as their ability and interest may greatly differ

to one another, making it difficult for Gina to socialise (Morawska & Sanders, 2008). An option that

can assist Gina without acceleration is providing more stimulus, options and differentiations when

providing worksheets (Gyarmathy & Senior, 2018). By providing more suitable materials for Gina, it

would reduce the boredom. Gyarmathy and Senior (2018), suggests that the bloom taxonomy is an

example that can organise Gina’s thoughts from “knowledge” to the “evaluation” in understanding

content (p.58). Not only does varying the level of difficulties in activities benefit Gina, but it can

target the different cognitive level that is in the class for other students (Gyarmathy and Senior,

2018). Carefully designed activities are imperative for Gina’s learning as this will allow her to
102084 - Inclusive Education 17644671 – My Y Lay Nguyen

harness the creativity and challenge that she thrives on. This modification is easy to apply within the

classroom setting will depend on the teacher’s knowledge of the students and the level of ability.

Cumming, Gardner, O'Neill and Strnadova (2016) highlight the effectiveness of the

Universal Design for Learning (UDL) in creating a positive environment. UDL is designed to focus

on instructional-based approach that is accommodating to the different levels of learners within the

classroom. It is suggested that UDL is engaging and can combat any behavioural or emotional

problem that is presented in classrooms. Cumming, Gardner, O'Neill and Strnadove (2015) analysis

of the UDL framework is relevant to Gina, as they outline how students tend to be ill-equipped with

appropriate pedagogical approaches, leaving them with little room to succeed in school and

essentially resulting in frustration that negatively affecting behaviours. Whilst Gina understands

content at a complex level, many teachers tend to teach through one instructional method, leaving

Gina feeling like the task is too easy or not challenged enough that she gives up and misbehaves

(Cumming, Gardner, O'Neill & Strnadova, 2016). Rather having Gina falling behind because of a

failed instructional method, UDL provides multiple means of instruction that allows opportunities for

all students to select a task that is best suited for their ability (Cumming, Gardner, O'Neill &

Strnadova, 2016). The UDL framework outlines three principles; Multiple Means of Representation,

Multiple Means of Action or Expression, and Multiple Means of Engagement (Cumming, Gardner,

O'Neill & Strnadova, 2016, p. 33). Multiple Means of Representation can be defined by the

numerous ways that the information is presented to the students, such as text, media, or image. This

avoids frustration, as they are provided with more opportunities to understand content (Cumming,

Gardner, O'Neill & Strnadova, 2016, p. 36-37). Multiple Means of Action or Expression can be

defined as the opportunity for the students to demonstrate their understanding of the content in

numerous ways, such as game-based learning, visual representation, audio recording and so on

(Cumming, Gardner, O'Neill & Strnadova, 2016, p. 37). Multiple Means of Engagement which is

linked with Multiple means of Actions and expression is defined as students’ active involvement and
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participation in class activities, providing options that would motivate students throughout their

learning process. The Multiple Means of Engagement principle provides an authentic way of

learning that is relevant to the students’ interest and effort. Therefore, the UDL framework teaches

students to self-regulate their own learning that is intrinsically motivating for them, which could

alleviate disruptive behaviours in class (Cumming, Gardner, O'Neill & Strnadova, 2016, p. 37).

The multiple means of engagement of the UDL framework where is we seem to lose Gina.

The engagement principle must be personalised for Gina where she is provided with options when

assigning task and activities. Probing the right questions of different ability levels and making

content relevant, with real-life situation example, can be engaging for her. As a teacher, it is

important to provide options for the type of task and responses that is motivating. Whilst Multiple

Means of Engagement is essential to Gina’s learning, Multiple means of Expression needs to be

considered to alleviate boredom with worksheets. To ensure that Gina is completing class tasks,

activities must be personalised where there is a supply of activities that allow Gina to express the

understanding in her own way. By personalising activities and making content engaging, Gina will

be able to understand what will work for her that is engaging and motivating. Rapp (2014) states that

all students learn differently and have their own learning styles and abilities. While some may prefer

group work approach, others may prefer to work alone, it is when the teacher can understand how the

students learn and knowing the students well, the teacher will most likely be able to catch the

students’ interest, sustaining their own effort and self-regulate their own learning (Rapp, 2014). As

mentioned previously, it is important that the teacher does not single Gina out for her visual

impairment when offering choices and extension activities. An example of a lesson that can assist

Gina with reading a chapter is getting the class to read out loud. If Gina wishes to read, provide her

with an e-book where the text can be enlarged. After the reading of the chapter, prompt questions

where Gina can participate in discussions for comprehension understanding.

102084 - Inclusive Education 17644671 – My Y Lay Nguyen

It is evident that technology can assist as part the UDL framework within classrooms. Hall,

Cohen, Vue and Ganley (2015) completed a research that looked at the effectiveness of using

assistive technology devices for students with a learning disability. The study found that an increased

use of technology was intended for UDL and it functioned as a means to engage students in class

content. The study focused on measuring readers as a strategy to combat literacy problem and they

found that there was an increase growth and experience when the reader was implemented in the

classroom (Hall, Cohen, Vue & Ganley, 2015). Technology that the teacher could engage Gina with

would range from YouTube videos with subtitles, interactive games, e-book to an audiobook. This

would keep her engaged with contents and the knowledge that is found on the internet rather than

providing her with just textbooks. Implementing technology must be done strategically and not just

implemented for the sake of using it. The internet use has to be done a controlled manner that it

would benefit Gina to self-motivate and self-regulate to further and enhance her own educational

needs.
102084 - Inclusive Education 17644671 – My Y Lay Nguyen

Part 2

Pre-service teacher’s Objectives

All students will be able to explain and understand the influence of context. Students will be able to position themselves in the text by changing the
context of the story. Multiple means of representation is provided for the students to understand setting and context.

Recourses
 Awards for homework
 Youtube clips
 Whiteboard markers
 Powerpoint
 E-reader
 Voice recorder

Procedures
Cen
Teaching and
Time Organisation tred
learning action
T/S
Class settles in. Arrange the power point slides before class enters the room with the class objective on the PowerPoint
slide in big font
 Audio record the lesson for students
 Assign students seating plan due to video
15 T
Mark the roll
 Check homework
o Go through the homework and discuss as a group the answers.
o Nominate students to come up to the board to share their homework responses
Recap from last lesson Talked about the importance of setting.
 write/type/record the information from previous lesson on the board
15  Gain attention by using name cues for those who wish to answer. T
 Ensure the class can hear, allow students to repeat another student’s response
 Probe questions using the blooms taxonomy method
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Rewrite the story Think-pair-share: Students to recreate the story from the question, “If the novel, Little Brother, was
written in the modern-day context, what would you change?”
20 T
 YouTube song on Setting and context
 https://www.youtube.com/watch?v=30CPmgVQNks
15 Sharing responses Student to share their responses with a partner. Students will share with the class.
Create a setting scene Create a setting
assessment task  Students are to find a quote of their choice in the book that describes a setting. Advise the students
to include the page number.
 Set specific instructions on the white board with big hand writing.
o Find a quote in the book that describes a setting of your choice. Include a page number.
o Using any mode of your choice (draw, song, digital image, poem), create the scene from
20
your chosen quote
 Confirm to the students if they have written down the task and that they understand
the assessment
 Provide opportunities for students to search for their quote
 Walk around for assistance
 Students will need to complete for homework if not completed in class
Whole class reading Read chapter 8, Dream city on an e-reader
 Vithy rode out of Siem Reap
o “sad memories at every step” (p.65)
 It represents Vithy’s journey
13
 Throughout his journey, Vithy is being reminded of the past.
Name cues to volunteer for reading
Discuss the chapter with the class
 Probe questions for comprehensive understanding of the chapter
Wrap up class  Wrap up class
o Advise in a loud clear voice the students to place chairs underneath the table
2 T
o Assign a student to wipe the board
o Ask for a volunteer to put the books away
102084 - Inclusive Education 17644671 – My Y Lay Nguyen

Teaching resources
102084 - Inclusive Education 17644671 – My Y Lay Nguyen

References

Brown, C. M., Packer, T. L., & Passmore, A. (2013). Adequacy of the regular early education

classroom environment for students with visual impairment. The Journal of Special

Education, 46(4), 223-232.

Cumming, T. M., Gardner, J. E., O'Neill, S., & Strnadova, I. (2016). Combining universal design for

learning with evidence based practices and technology enhanced instruction to support

students with emotional and behavioural disabilities. Special Education Perspectives, p.31-

41. https://search-informit-com-au.ezproxy.uws.edu.au/fullText;dn=216818;res=AEIPT

Gray, C. (2005). Inclusion, impact and need: Young children with a visual impairment. Child care in

practice, 11(2), 179-190.

Gyarmathy, É., & Senior, J. (2018). The inclusion of multiple exceptional gifted students in talent

development programmes: Interaction synthesis of both provision form and content. Gifted

Education International, 34(1), 47-63.

Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and

technology: Strategic reader. Learning Disability Quarterly, 38(2), 72-83.

Morawska, A., & Sanders, M. R. (2008). Parenting Gifted and Talented Children: What Are the Key

Child Behaviour and Parenting Issues? Australian & New Zealand Journal of Psychiatry,

42(9), 819-827.

Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle

River.

Roy, J. E. (2014). The Impact of Seating Arrangement on Students' Learning in Secondary

Schools. International Journal of Information, Business and Management, 6(2), 1.

Rapp, W. (2014). Universal design for learning in action: 100 ways to teach all learners. Brookes

Publishing.
102084 - Inclusive Education 17644671 – My Y Lay Nguyen

Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices

for teaching students with disabilities. Guilford Press.

Starcher, K. (2011). Intentionally building rapport with students. College Teaching, 59(4), 162-162.

The Australian Government Department of Education and Training (n.d.). Vision impairment and

blindness. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-

disabilities/blind-vision-impaired/

Turrill, E. A. (2008). Hey... you in the green! Knowing the names of your students for classroom

management. VAHPERD Journal, 29(4), 5-7.

Women's and Children's Health Network. (2018). Vision impairment – children. Retrieved from

http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=306&id=1873

World Health Organization. (2017). Blindness and visual impairment. Retrieved from

http://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment