Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice

SID: 19173128 Assignment 2: Case Study

Inclusive Case Study

Part One
Kathrine1 is a student in year 7 with no formal cognitive, behavioural or social impairments.
Kathrine’s behaviour presents with no major concerns within classroom. Additionally, she has age
typical social interactions with a quality group of friends. Academically, Kathrine is under
performing. With appropriate support Kathrine would be able to improve her results and
engagement in the classroom.

Her teachers note that Kathrine excels in music classes, especially in activities that are hands on. She
is engaged, thoughtful and interested in these classes. The class recently started learning about the
concepts of music as well as piano, guitar and composition using garage band. She especially
enjoyed learning songs on the guitar that she has heard a lot on the radio. It is clear to her teacher
that music is one of Kathrine’s favourite subjects.

In addition, her teacher has observed that Kathrine is a natural leader and enjoys group work. She
has a good vision of the big picture. This is a useful skill as she often helps other students when they
need help understanding aspects of music lessons. Her growing understanding of the concepts of
music shines through in these interactions. When asked verbally, Kathrine displays a strong
understanding of the musical concepts and is confident in articulating her ideas to others.

Yet, despite these clear strengths, when Kathrine works independently, she is often unfocused and
off task. Moreover, the marks in her last assessment were dragged down by a late submission. Her
classwork is often also late or lost. This is an area that has been identified that she needs extra
support in. Moreover, her marks are also limited by her written expression skills. It seems that
Kathrine struggles to get her ideas on the page in a clear manner. This is not helped by her poor
handwriting and spelling.

The Approach

Universal Design for Learning (UDL) is a valuable inclusion framework. When utilized appropriately
the framework ensures that all students are engaged and can demonstrate their understanding and
skills in the classroom (Edyburn, 2010). This is through three domains; multiple content access
points (representation), multiple means of expression (expression and action) and the exploration of
content with high personal relevance (engagement) (Edyburn, 2010). The framework provides
opportunities for success, challenge, support and accommodation for every student (Edyburn, 2010).
The Centre for Applied Special Technology (CAST) provides extensive examples of the ways UDL can
be implemented in the classroom across the three domains of ‘representation’, ‘expression and
action’ and ‘engagement’ (CAST, 2018). These recommendations are foundational to my inclusion
approach for Kathrine and have been applied systematically. As such, the inclusion approach can be
considered across the three domains of the UDL. Accommodations are available to every student

1
Note: name has been made up
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

(McGuire, Scott, & Shaw, 2006). Additionally, when crafting an inclusion approach, Kathrine’s
strengths and interests have also been considered. Utilizing Katherine’s strengths ensures that she is
a valued member of the classroom and is willing to work on effective strategies to overcome
learning challenges (Hammond, 2010). It is also vital that teachers reframe challenges to ensure that
student behaviour is observable and the positive aspects of a student’s learning is emphasised
(Weishaar, 2010). In this way, teachers may also consider the role a growth mindset can have on
achievement and the subsequent importance of developing a growth mindset for all students (
Paunesku, et al., 2015).

The first domain targeted for improvement was representation. Initial changes focused on increasing
opportunities for student perception. Utilizing a more inclusive approach required the teacher to
provide auditory and visual cues for all instructions given to students (CAST, 2018). Auditory
instructions should be explained explicitly using clear and simple language. This ensures ‘flexible use’
of material by students (McGuire, Scott, & Shaw, 2006). Visual cues of instructions using similar
language should be included on the board and as a checklist on students’ scaffolded worksheets.
Utilizing these tools ensures that all students can access information in a ‘simple and intuitive
manner’ that suits their strengths and areas of need (McGuire, Scott, & Shaw, 2006). Visual
instructions and cues provide students with an alternative way to understand instructions. Content
should have multiple access points so that all students can fully participate. Additionally, visual cues
and instructions may also be an important reminder of the task at hand as well as the steps required
to complete the task. This is an important aid for Kathrine as it helps her stay on task; the
instructions serve as an important class reminder. Adjusting the task into smaller pieces also results
in more inclusive classroom design.

Furthermore, improving the area of representation also required reassessing how language was
used in the classroom. Within my inclusion approach, increasing language accessibility was achieved
through pre-teaching metalanguage, and providing students with word banks and definitions on
worksheets (CAST, 2018). Pre-teaching metalanguage ensures that students understand the
concepts and ideas within a lesson before completing more complex tasks. Practical examples are
important in music, where concepts should be connected to real world and hands on examples. This
is demonstrated in earlier parts of the lesson and previous lessons. The inclusion of key words and
definitions helps to simplify technical and make metalanguage more easily understood. An inclusive
approach to metalanguage also ensures that students have tools to comprehend information more
fully (CAST, 2018). Activities in the classroom should be ‘simple and intuitive’ (McGuire, Scott, &
Shaw, 2006). Moreover, this provides students with additional scaffolding. Scaffolding is a critical in
the inclusive classroom as scaffolding ensures task are clear and that all steps of the task are
correctly completed. For Kathrine, and her group, scaffolding ensures that the task and objectives
are clearly outlined to ensure the group is on task.

Exploring action and expression within the lesson plans was key to providing further
accommodations for students in the classroom. Action and expression relate closely to the options
that students have to complete class activities (Edyburn, 2010). When designing lesson material is
was important to support students’ executive functions (CAST, 2018). This is one area that was a
focus for development for Kathrine. Lesson activities should be structured into individual
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

components. This is a critical tool for inclusion because students, including Kathrine, learn skills in
organisation and task completion. The addition of classroom timers and rest breaks can further
enhance students’ skill developments. This is an especially helpful strategy for students with
attention issues as it provides short bursts of work time. Notably, it is critical that challenges in the
classroom are preceptive as an opportunity for student growth and learning rather than an inability
to learn ( Paunesku, et al., 2015). All students need high expectations to reach their full potential
(CAST, 2018; Ladwig & Gore, 2003).

It is vital that students can capitalise on their personal strengths. Group work activities offers one
way for students to utilize personal strengths and positively contribute to the classroom. Within
their groups, students can fulfil a variety of roles within the group and express themselves in various
ways. Students that prefer writing over discussion may act as a group scribe whereas students, such
as Kathrine, may present the group findings or act as a mentor. Mixed-ability groupings allow
students to learn from each other. Google docs and similar word processing programs offer easy
collaboration and sharing among group members. Teachers and students alike can offer feedback to
each other and learn together. Additionally, class discussions, presentations and writing components
offer different approaches to demonstrating student knowledge. In the inclusive classroom, students
are provided with numerous opportunities to contribute to their groups and to the class.

As alluded to above, ICT use in the classroom provides an additional lesson adaption within the
domain of action and expression. Devices, such as iPads, provide students with accessibility options
including adjusting the colour schemes, enlarging and changing fonts, and ‘text-to-speech/speech-
to-text’ technology(CAST, 2018). Students with handwriting limitations, such as Kathrine, have
alternative tools such as ‘speech-to-text’ to present their ideas in a written format. Adaptative
technology allows students to focus on the content rather than the communication of ideas. Utilizing
ICT, students can present information in a fluid and flexible manner (McGuire, Scott, & Shaw, 2006).
Technology, especially with a focus on accessibility, should have an important place in the inclusive
classroom.

Engagement is primarily reflected through aspects of student choice (CAST, 2018). Students are
presented with the option to use a music sample that they enjoy listening to. In the case of Kathrine,
for example, she may choice to use a piece of popular music that matches her interests outside of
the classroom. Focusing a student’s likes and interests is also a key aspect of a strength-based
approach in the classroom (Weishaar, 2010). Engagement, however, also presents a deeper
challenge of promoting ‘sustained effort’ and ‘self-regulation’ (CAST, 2018). One of the ways that
teachers can do this is through sustained high expectations (CAST, 2018). The goal is to develop
students with a strong sense of independence and self-determination. In order to create students
with these characteristics, the UDL guidelines recommend teachers present students with
individualised challenges relative to their ability, provide clear goals and objectives and use high
quality feedback. These are all strategies that would help engage Kathrine.

The UDL is a useful tool for crafting a classroom and curriculum that is inclusive for all students. An
inclusive approach to the classroom ensures that all students are able to reach their fullest
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

educational potential. As demonstrated with Kathrine, the accommodations and differentiation

informed by the UDL can promote a stronger learning environment for all students. The areas of
representation, action and expression, and engagement ensure that students are able to explore
learning in ways that suit their learning goals. Student learning becomes flexible, easy and
individualised based around a strong component of student choice. The UDL, therefore, is a valuable
tool in creating a classroom environment that values every student and the contribution they make
to the class.

Part Two

30 ICT research and listening Task Teacher: Assist Teacher centred

coordinating
students into
Big picture task: In groups of three or four group.
students analyse a piece of music making note of
the structure, texture and dynamics. Students
then create an example of graphic notation to Student: Choose
represent those features. their songs.

Assign groups of three or four by tables. Resources: iPads for

each student, list of
Once students are in their groups, ask them to
songs displayed for
select a song from the provided list or one of
students.
their own. (https://goo.gl/3r9Yix)

Note down which pieces students are doing.

122 words

Representation
The teacher should include additional written
instructions for students. This is important
because it will ensure multiple access points and
provide students with a reminder about what
they should be working on in class.
Action and Expression
In this section the teacher breaks down the task
for the students. This ensures that students can
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

access each step of the task. This is especially

helpful to Kathrine as it helps her stay on task
because she always knows what part of the task
she is up to and what is next.
Engagement
To improve the engagement of this section the
teacher should emphasise link to previous
lessons about texture, structure and dynamics.
These skills will also assist students in future
assessment tasks.

35 In a group, students should listen to the songs Teacher: supports Student centred
they have selected. Once all students have student discovery.
listened to their song, they should then figure
out the structure of the piece.
Student: apply and
discover different
Provide students with a scaffold for structure. structures.
This should be linked to concepts discussed in
previous lessons, especially concerning labelling
sections using letters. Highlight to students each Resources: iPads for
part of the scaffold (https://goo.gl/a7CJyT) each student,
Scaffold for
structure.
Name Section
How do I know it is a new section?
Have I heard this before? If so, is it the same
or different?

Students only need to label as many sections as

there are group members, i.e., the first three or
four sections depending on the size of their
group.

Differentiation: Teacher should also sit and re-

explain instructions to some students. It may be
important to consider how students are grouped.
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

Representation
Representation has been addressed by improving
student access to metalanguage and definitions.
The inclusion of instructions is also an important
way to assist Katherine in the classroom. The use
of digital documents is also an important way to
improve accessibility.

Action and Expression

Within the activity students work in groups. This
ensures that students can work to their strengths
on completing the task. Students, such as
Kathrine, are not pressured to write and can take
on a role that is suited to their strengths and
interests. The teacher should also provide groups
and individuals with feedback and guidance to
improve results.

Engagement
Engagement is promoted through the inclusion
of student choices. Students, such as Katherine,
can choice their own musical example for
analysis. This allows students to make choices
that reflect their interests.

References
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-Set
interventions are a scalable treatment for academic underachievement. Psychological
Science, 26(6), 784-793. doi:10.1177/0956797615571017

CAST. (2018). Universal Design for Learning Version 2.2. Retrieved September 15, 2019, from CAST:
http://udlguidelines.cast.org/
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten
propositions for new directions for the second decade of UDL. Learning Disability Quarterly,
33(Winter), 33-41.

Hammond, W. (2010). Principles of Strength-Based Practice . Resiliency Initiatives.

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools; A classroom practice guide.
Ryde: State of NSW, Department of Education and Training Professional Support and
Curriculum Directorate.

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its application in educational
enviroments. Remedial and special education, 27(3), 166-175.

UDL Guideline examples. (2019, 09 15). Retrieved from UDL Guidelines 2.0 - Organizer with links to
examples: https://sites.google.com/site/udlguidelinesexamples/home

Weishaar, P. M. (2010). Twelve ways to incorporate srengths-based planning into the IEP process.
The Clearing House, 83`(6), 207-210. doi:10.1080/00098650903505381

Appendix
Lesson Plan Sequence- sections that have been taken from the lesson are highlighted in purple.

5 Line students up at the door and bring them in. Teacher: Provides Teacher centred
students with
Ask them to stand behind their desks.
instructions
Student: follows
T: "Grace to you in peace." classroom
procedures
S: And with your spirit.
T: In the name of the father, the son and the
holy spirit Resources: N/A

Amen"

Hand out workbooks.

Quickly outline student expectations for the
lesson.
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

Introduce the lessons learning intention and

write on the board while students settle.
Students should copy the learning intention and
the title texture in their books.

Learning Intention: Students learn to identify

and explain thick and thin textures.

10 Ask students to open their books. Teacher: Facilitates Student centred

class discussion.
Pose the question; What is texture?

Student: Students
Give 30 seconds for students to write down their
lead a discussion to
ideas. Provide students with a visual stimulus
discover the
using an online timer, once the time is over ask
different types of
students to share their answers.
texture.

Provide students with the definition;

Resources: Books
‘Texture is the layers of sound in music.' and pens,
whiteboard and
Students copy down the definition.
markers

Differentiation; check-in with students needed

extra support.

15 Teacher demonstrates to students a simple Teacher: Student centred

crochet pattern to follow. Students should either Demonstrates to
clap or tap the pattern back in response. students and
facilitates
discussion about
Ask students to vote if the texture is thick or thin. texture.
Based on student answers discuss why the
example has a thin texture.
Student: Copy
pattern and
participates in class
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

discussion and
discovery about
thin texture.

Resources: Display
the rhythmic
pattern for
students to practice
reading simple
notation (included
in the lesson
presentation).

20 Get students to restart the crochet pattern. Teacher: Student centred

Students should either clap or tap on the table. Demonstrates to
Gradually add layers of rhythms by table groups. students and
Add each layer by asking groups of students to facilitates
read the next rhythm. discussion about
texture.

Differentiation: Allow students to choose their

level of challenge. Students who are more Student: Copy
capable should complete the more challenging pattern and
patterns. participates in class
discussion and
discovery.
Ask students to vote if the texture is thick or thin.
Based on student answers discuss why the
example has a thick texture. Their answers Resources: Display
should relate to the original definition of layers the rhythmic
of sound. pattern for
students to practice
reading simple
notation (included
in the lesson
presentation).

30 ICT research and listening Task Teacher: Assist Teacher centred

coordinating
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

Big picture task: In groups of three or four students into

students analyse a piece of music making note of group.
the structure, texture and dynamics. Students
then create an example of graphic notation to
represent those features. Student: Choose
their songs.

Assign groups of three or four by tables.

Resources: iPads for
Once students are in their groups, ask them to
each student, list of
select a song from the provided list or one of
songs displayed for
their own. (https://goo.gl/3r9Yix)
students.

Note down which pieces students are doing.

35 s a group, students should listen to the songs Teacher: supports Student centred
they have selected. Once all students have student discovery.
listened to their song, they should then figure
out the structure of the piece.
Student: apply and
discover different
Provide students with a scaffold for structure. structures.
This should be linked to concepts discussed in
previous lessons, especially concerning labelling
sections using letters. Highlight to students each Resources: iPads for
part of the scaffold (https://goo.gl/a7CJyT) each student,
Scaffold for
structure.
Name Section
How do I know it is a new section?
Have I heard this before? If so, is it the same
or different?

Students only need to label as many sections as

there are group members, i.e., the first three or
four sections depending on the size of their
group.
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

Differentiation: Teacher should also sit and re-

explain instructions to some students. It may be
important to consider how students are grouped.

45 Gather all the students back together and explain Teacher: explains Student centred
the next set of instructions. instructions to
students

Students should listen to their sections, they

should decide if the texture is thick or thin and Student: follows
why. They should also note any changes. This instructions
should be completed individually.

Resources: Display
instructions for
students (included
in the presentation
slides)

50 Ask students what they have learnt about their Teacher: Facilitates Student centred
section so far. Also, ask for any clarification class discussion.
questions.

Student: Students
Leading Questions could include; lead a discussion to
discover the
- What is thick texture?
different types of
- What is thin texture?
texture.
- Can you talk about your section?
- How is your section different from the
section we just heard about?
Resources: N/A

60 Explain the next set of instructions. Teacher: explains Teacher centred

Individually, listen to your section and add any instructions to
dynamic marks and changes in dynamics. students

Share your findings with your group. Student: follows

instructions

Resources: Display
instructions for
students (included
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

in the presentation
slides)

70 Gather students together. Briefly revise the Teacher: explains Teacher centred
concept of graphic notation. instructions to
students

Graphic notation: a visual representation of

sound using symbols. Provide some examples of Student: follows
graphic notation to the students. Highlight some instructions
of the good features, for example, how time or
dynamics are represented.
Resources: Display
samples of graphic
notation for
students (included
in the presentation)

75 Think, Pair, Share: Students should brainstorm Teacher: Facilitates Student centred
some of the ways that they may graphically class discussion.
notate the concept of thick or thin textures and
various dynamics.
Student: Students
lead a discussion to
Write students suggestions on the board. discover the
different types of
texture.

Resources:
Whiteboard and
markers

80 Explain that students, in their groups, are to use Teacher: supports Students
‘Explain Everything’ to create a graphic score for students’ discovery centred
their song. Students will also be asked to present and the creation of
their score for the class. their score

In their graphic notation students must include; Student: create

their graphic scores
- Structure of their excerpt
- If the texture of their section is thick or
thin and any changes
Tamara Craig 102084 Inclusive Education - Theory, Policy & Practice
SID: 19173128 Assignment 2: Case Study

- The dynamics of their section and any Resources: iPad

changes. with appropriate
apps
Differentiation: Teacher should provide extra
assistance and guidance for students with extra
learning needs.

90 Students should present their examples of Teacher: supports Student centred

graphic notation for the class. They should student
explain how they are representing structure, presentation
texture and dynamics. through guiding
presentation

Students should also send their scores to the

teacher. Student: presents
and explains their
graphic notation.
Success criteria: Students complete and submit a
piece of graphic notation created using ICT that
demonstrates an understanding of thin and thick Resources: Airplay
textures. By presenting their graphic notation (presentation) and
they are also able to demonstrate their apple tv
understanding through explaining their work to
the class.

95 Pack up and dismiss students. Teacher centred