SID: 17724281 Inclusive Education Assessment Two

Assessment Two
Inclusive Education- Theory, Policy & Practice
SID: 17724281

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SID: 17724281 Inclusive Education Assessment Two

Case Study: Jane Doe

Jane Doe is a year 9 student that shows signs of Oppositional Defiant Disorder (ODD) and

various mental health problems. Characteristics of students with ODD during adolescence include low

self-esteem, depression and isolation (SESS, 2017), they may generally possess a strong need for

power and control if given the opportunity, especially against parents and teachers (Kane, 2011).

Jane’s socio-emotional disability affects her thought processes, perception of reality, emotions and

judgement which contributes to her learning needs in the classroom (Cowie, 2017). Often in class Jane

will experiment with power behaviour as she seeks to challenge the authority of the teacher with

instances of verbal abuse causing other students to feel uncomfortable or also act out, additionally,

further observation recognises active attention-seeking behaviour to avoid classwork and disrupt the

class. Jane experiences a variation of emotions through bouts of extreme frustration and anger, it has

been observed these often occur when the classroom environment and structure is unpredictable,

and when she has been given a task she believes she will fail. This avoidance of failure causes

misbehaviour in order to avoid the possibility of performing poorly (Loreman et al, 2011), she begins

to act inappropriately, procrastinate and distract other students. It is known she participates in school

counselling on a weekly basis, and is considered a ‘traumatised student’; the cause of Jane’s ODD has

been understood be due to environmental impacts from family factors causing deeply rooted

psychological problems and personality deficit behaviours (Zionts et al, 2016). Jane excels in activities

that promote creativity, she expresses her emotions and imaginations through tasks that require her

to think outside the box, such as creative writing, visual arts, and poetry. Her emotional state during

class optimal with explicit teaching, and with a predictable and consistent class environment.

The implementation of effective classroom management strategies is important for all

students, not just those with disabilities, through the use of strong management systems and the

minimization of discipline problems it maximises the potential of learning for all students (Murphy,

2012). Edyburn (2010) regards a good design for people with disabilities benefits everyone, in the

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educational context, it encourages student observations and new directions in the classroom as well

as proactively valuing diversity. Universal Design for Learning (UDL) addresses the positive impact of

effective instruction to all learners through empowering educators to meet learning needs with

opportunity for variation to lesson plans, classroom management and activities (CAST, 2012). Three

principles are provided as guidelines for the implementation of UDL with the use of neuroscientific

research, they are the multiple means of representation, expression, and engagement (Cast, 2012.,

Loreman et al. 2011, Edyburn, 2010., Mcquire et al, 2006).

Effective behaviour management and explicit instructions are beneficial for students with

ODD and socio-emotional disabilities, it provides consistency and predictability that they may not

experience in other environments (Cowie, 2017). Planning for challenging behaviour is beneficial for

the teacher and the class in order to be prepared for disruptions, and to continue with teaching and

learning, having a student with ODD and challenging behaviour can be treated with prevention and

intervention strategies to minimalize affecting incidents and to initiate a more inclusive classroom

through the UDL guidelines. Preparation for behaviour management include collaboration with the

student, in this case Jane, the teacher would label all behaviours, be explicit with consequences of

behaviour and demonstrate instructional discipline (Cowie, 2017). Jane’s poor behaviour is a learning

deficit (Cowie, 2017), practices in the classroom that manage such behaviour include actively

engaging, acknowledging appropriate and inappropriate behaviour, and promoting school-wide

expectations (Rogers, 2007).

Every student comprehends and perceives information that is presented to them differently,

the UDL principles outlined in the guideline addresses the need for multiple means of representation

enabling various forms of comprehension and perception to maximise the student’s learning outcome.

The National Centre of Universal Design and Learning (2012) state that there is not one means of

representation that will be optimal for all learners, therefore providing learning options is essential;

this can be achieved through organisation and lesson planning, and to prepare behaviour

management strategies in case it comes up with students with socio-emotional disabilities. Jane

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requires consistency and predictability, the organisation of the classroom can benefit her through its

physical layout and seating arrangements (Loreman et al., 2011, Cowie, 2017., Rogers, 2007).

Comprehending and perceiving can be difficult through her socio-emotional disability, therefore

developing clear procedures, rules and structures benefits her, and her classmates learning (Loreman

et al, 2011).

Prearranging and discussing seating and behavioural plans with Jane maximises the student-

teacher relationship, respect and trust; as she engages in power behaviour, teaching with confidence,

assertion and having a positive and respectful attitude is beneficial for having the ability to gain the

information throughout the lesson (Murphy, 2012). Applying a seating plan allow for Jane to be

strategically placed away from other students that she may interact negatively with, and distractions

that she may be faced with (Loreman et al. 2011), she would be placed at the front of the class with

small group of students in order to allow the teacher be able to subtly observe her behaviour. Having

Jane close in close proximity is a prevention strategy in order to eliminate a progression to common

behaviour problems derived from her active attention-seeking, and provide additional instructional

support. As demonstrated in the modified lesson plan, the first five minutes are dedicated to the

students lining up outside the classroom before entering and going into their designated seating, on

the smartboard there will already be a lesson schedule so all students are aware of what they will be

doing during the time. Automatically this sets an appropriate class setting of rules and procedures,

with guidance by the teacher (Murphy, 2012., Rogers, 2007), and offers Jane a predictable classroom

setting and lesson.

The second principle outlined in the UDL guideline is providing multiple means of expression,

this enables students to express their knowledge their own way (CAST, 2012). Through offering

options of expression, the student is given autonomy and choice for their desired mode to

demonstrate their content knowledge (Loreman et al, 2012). Jane prefers tasks where she can be

creative and use her imagination, this task allows her to work with her strengths comfortably and

lower her stress and anxiety towards class tasks. Students with ODD demonstrate frustration and

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irritation leading to behaviour and emotion problems, reducing the stress of tasks prevents the

potential for class disruption, and promotes her own well-being enabling a higher academic

achievement (Kane, 2011). The lesson plan includes students working in pairs and giving a short

presentation on the content they had just received, with the assumption that Jane is engaged in the

task, she will be able to actively work with another selected student to making a creative presentation

of jobs during the Industrial Revolution. Group work and presentations enable active attention, and

lowering the individual pressure of a task due to her previous signs of avoidance of failure behaviour

(Loreman et al., 2012). However, if she is disengaged and requires structured individual work, a

selection between a creative writing piece and responses to questions will be given as the task for the

class.

Providing multiple means of engagement is the third principle in the UDL guideline, this allows

students to be actively motivated to learn and engaged in the content (CAST, 2012). Fostering students

interests and creating well-structured cooperative learning activities are effective for designing

instruction (Murphy, 2012). Murphy (2012) addresses surface management techniques for addressing

disruptive behaviour, in regard to content engagement, the pace of the lesson, removing seductive

objects and interest boosting are a way to motivate students and prevent misbehaviour. The modified

lesson plan shows many tasks throughout the hour demonstrating a fast-paced design, it implements

technology through short videos and pre-made presentations to initiate engagement; additionally, the

teacher strategy of allowing discussion between the teacher and students promote participation.

Through behaviour management strategies implemented in the classroom for intervention

and prevention, the UDL principles and guidelines are able to be used in lessons effectively benefitting

all students not only Jane. The option of representation, expression and engagement provided to

empower the teacher promotes the student’s academic engagement and motivation, with a subtle

variation in order to meeting the learning needs of Jane.

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SID: 17724281 Inclusive Education Assessment Two

Lesson Plan
Year 9
Modern History
Industrial Revolution

Timing Organisation Teaching Strategies

3 minutes Line up, mark roll.  Provides explicit
instructions and
procedure.
2 minutes Discussion of lesson and expectations  Explicit expectations,
structure,
procedures.
 Predictability,
consistence.
 Means of
representation
5 minutes Brain storm: jobs students think there were  Creative thinking,
during the time of the Industrial Revolution. individual work.
 Fast-paced
7 minutes Presentation by teacher:  Interactive
engagement
The name and nature of the job.  Respectful discussion
 who were the prime candidates to  Explicit instruction
complete this type of work?
 why did this job come into existence as a
result of the Industrial Revolution?
 Who suffered as a result of this type of
work?
 Who benefited from the development of
this type of work?
 Does this type of work still exist in the
modern world? why/ why not?
 what technological developments have
impacted on this job over time.

10 minutes Questions/discussion:  Student participation

Same questions answered in the presentation.  Pro-social peer
engagement
 Choice to participate

5 minutes Video on jobs:  Engagement
1. Watch Tony Robinson’s Worst Jobs in
History- industrial episode.
http://www.youtube.com/
watch?v=VJQbsKPW30w . At the
conclusion of the episode, students plan
their responses and then re-watch the
section of the episode that they are most
interested in. When I have this task, most

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students choose to research child labour

of some description and/or miners.

10 minutes Presentation planning OR creative  Forced choice

writing/question sheet responses. between one task or
the other
 Self-regulation trust
 Means of expression
15 minutes Present OR continue working on writing pieces  Individual work
 One student, or both
presents in front of
peers
 Self-regulation
 trust
 Engagement

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References

Albert, L. (2003) A teacher’s guide to cooperative discipline (2nd ed.). Minnesota, MI: AGS Publishing.

Cowie, S. (2017). Lecture 7, Promoting Positive Behaviour. Retrieved from:

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2910869-dt-content-rid-

24176806_1/courses/102084_2017_2h/LECTURE%207%282%29.pdf

Kane, A. (2011). Oppositional Defiant Disorder Treatment. Retrieved from:

http://addadhdadvances.com/ODD.html

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the

classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin.

MarcusParker23, (2013). Jobs of the Industrial Revolution. Retrieved from:

https://www.australiancurriculumlessons.com.au/2013/08/26/jobs-of-the-industrial-

revolution-research-task-lesson-year-9/

Murphy, K. (2012). Managing inclusive classrooms. In M.Brownell, S. Smith, J. Crockett, & C. Griffin

(Eds.), Inclusive instruction: Evidence-based practices for teaching students with disabilities.

National Centre on Universal Design and Learning. (2012). Universal Design for Learning. In Centre for

Applied Special Technology (CAST): MA. Retrieved from: udlcentre.org

Rogers, B., Rogers, W. (2007). Behaviour Management: A Whole School Approach (2nd ed.) Australia.

Sage Publications.

Special Education Support Service (2017). Emotional Disturbance and/or Behavioural Problems.

Strategies for Learning and Teaching. Retrieved From:

http://www.sess.ie/categories/emotional-disturbance-andor-behavioural-

problems/opposition-defiant-disorders/tips-learni

Zionst, P., Zionst, L., Simpson, R. (2016). Emotional and Behavioural Problems: A Handbook for

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Understanding and Handling Students.