Professional Documents
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Emily1 is a 17 year old Year 12 student transitioning into a new school following
difficulties coping with Year 11 in her previous school. She was diagnosed at 14 years of age
with Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), anxiety and
depression. PDD-NOS is an autism spectrum disorder (ASD) under the Diagnostic and
significant difficulties in two domains: social communication and, restricted and repetitive
2013). In Year 11, Emily manifested multiple signs of difficulty with emotional regulation
such as, an increased sensory sensitivity, episodes of ‘freezing’2 and ‘floppiness,’3 and
periods of mutism.4 In her school work she struggled with written expression,
assignments. She required multiple assignment extensions, was withdrawn from two HSC
subjects (completing prelim only) and required exam provisions for extended time and small
group environments.
support profile to assist in her adjustment to a new school with learning support, as well as
1
Pseudonym for family member used for case study.
2
Emily is observed as being physically rigid, unable to move, and non-verbal.
3
Emily is observed to be lying on the floor, muscles floppy, sometimes babbling repetitive statements or
fixated on small spots on the floor coverings.
4
“A refusal to speak either at all times or at some times, usually as a result of trauma or stress,” Encarta
Dictionary, 2017.
17165378 Christina Manawaiti | Part 1: Student profile: Emily - Autism Spectrum 1
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102084 Inclusive Education Theory, Policy and Practice Spring 2017
to plan for transition out of school following Year 12. On assessment Emily maintains the
diagnosis of autism spectrum disorder (DSM-5), with a severity rating level 2 (requires
substantial support) for social interaction and level 1 (requires support) for restricted and
emotional dysregulation” (personal communication, Dixon, 2016, p. 5). 5 This suggests that
Emily is likely to have deficits in all aspects of executive function including inhibitory control,
ability to sustain working memory and to initiate, plan, organize, and monitor problem
solving compared to same age peers (Behaviour Rating Inventory of Executive Function-
Adult Version (BRIEF ®2, Appendix A). In addition, Emily requires support therapy with a
psychologist with expertise in ASD and is referred to a psychiatrist (after some months on
waiting lists).
In-class observations
Students with autism will often demonstrate delays in expressive language ability,
difficulties with social interaction and relationships, and be resistant to changes in routine
(Zambone, Bashinski & King, 2010). In the classroom, Emily’s behaviour manifests as poor
repetitive behaviours = frequent and dependent use of lip balm, and/or nail
biting;
(loss of physical movement and rigidity), goes mute and does not express
5
For privacy reasons the full assessment is not available, but extracts have been included.
17165378 Christina Manawaiti | Part 1: Student profile: Emily - Autism Spectrum 2
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102084 Inclusive Education Theory, Policy and Practice Spring 2017
emotions, or goes ‘floppy’ (lies on the floor, unable to get up, fixates on small
other students;
Strengths
After an initial meeting at the new high school between Emily and her mother, the
learning support teacher and the school principal, Emily joined the HSC program in Textiles
and Design, Standard English and Chemistry. Emily is offered in-class learning support but
refuses because she does not want to be different to her peers (even though other students
in class have a teacher’s aide). She is orientated to the school environment with a map and
tour of the grounds, Learning Support Centre (later used for Distance Education English
Studies) and student study rooms. The Learning Support Teacher becomes the main liaison
Emily’s strengths include fine motor skills (origami) and attention to detail; she
excels in practical skills (such as experiments and hands-on tasks), but struggles with written
assessments. She participates in group discussions in class, but has difficulty putting
verbalised ideas into text form. Emily rarely asks for assistance even when she is unable to
complete a task; she is compliant with school rules, arrives to class on time and is prepared
to learn. Emily has completed preliminary Japanese, HSC maths and HSC physics (did not
complete assessment task). She has good computer skills (uses iPad and laptop), she knows
how to access and use the internet, and view online classrooms and emails.
Emily’s areas of interest include origami, after school gymnastics, Nintendo and
online digital games, and she likes playing cards. She often draws cartoon-like figures or
creatures in a notepad during school breaks, she is a competent swimmer, enjoys listening
to music and watching YouTube videos. At times Emily likes to use puns to make jokes and
has a unique sense of humour. At home she often runs in repetitive circles indoors as a self-
settling technique. She likes chocolate, lollies and ice cream as treats (although she is gluten
Taking into account the recommendations from the psychologist’s report summary
and Emily’s presenting behaviours in the education setting, her learning needs require
adjustments and modifications to the mainstream program that keep her within an inclusive
learning environment. Universal Design for Learning (UDL) proposes that all existing
curricula have the flexibility to meet the learning needs of all learners and “to do so
effectively and from the start”, in preference to being retro-fitted, adapted or modified
because of the lack of accessibility for all learners (CAST, 2011, p. 9). The principles will be
applied to a Textiles and Design lesson plan with the objective that “the students will
identify 19 pieces of sewing equipment and explain how to use them.” (Appendix B). The
lesson is augmented by a text-only worksheet (Appendix D). On first impression, the lesson
17165378 Christina Manawaiti | Part 1: Student profile: Emily - Autism Spectrum 4
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102084 Inclusive Education Theory, Policy and Practice Spring 2017
plan and worksheet lack UDL concepts in all three key areas of representation, expression
and engagement. Modifications to the plan (Appendix C) and worksheet (Appendix E) focus
on visual supports, visual organisers, scaffolding, explicit direction and routines. A Universal
Design for Learning Modified Lesson Plan (Part 2) incorporates the three UDL principles of
multiple means of representation, multiple means of action and expression, and multiple
means of engagement after identifying student strengths, interests and learning needs.
Physical – allowing some freedom of movement in class and the ability to exit
behaviour.
of tasks and explicit instruction. Breaking down large assignment tasks into
weekly achievable tasks that are checked and given feedback. In-class
fit for purpose. Minimise extraneous noise, smells, and disruptive behaviours.
completion) and social / emotional issues are addressed through multiple means of
representation. Students with ASD are often identified with strengths in visual learning,
therefore the combination of visual prompts, organisers, task scaffolds and diagrams
augment verbal and written instruction and assist in alleviating anxiety through routine and
predictability (Kellems, Gabrielsen & Williams, 2015). Instructions need to be explicit for
example, the lesson objective is given five simplified learning goals – Find, Fill, Share, Watch,
Review (Appendix C) to clarify (CAST, 2011). In addition, the incorporation of the ‘scavenger
hunt’ in the lesson ensures student has both visual and kinaesthetic presentation of the
learning materials through multiple mediums (CAST, 2011). The teacher demonstration of
the items purpose and use reinforces knowledge and application through multiple modes
(Loreman, Deppeler & Harvey, 2011). The worksheet (Appendix C) has been adapted to
avoid split attention by placing both lists on the same page. The layout is redesigned as a
table, with enlarged font and two-tone rows for ease of reading for a wide range of learners
(CAST, 2011) (Appendix D). Written instructions are included above the table and in the
column headings to reinforce the read out loud instructions (CAST, 2011).
Multiple forms of action and expression are enhanced by moving beyond the
written task or worksheet and incorporating physical action (the scavenger hunt) and
kinaesthetic interaction with objects (CAST, 2011). Expression of task understanding is both
verbal and written which enables immediate feedback on accuracy and positive
reinforcement (CAST, 2011). Pairing and sharing with peers enables a collaborative rather
than competitive environment for learning and encourages social interaction (Loreman et al,
2011). Strategies that support Emily’s executive function development are beneficial to all
learners, such as, teacher guidance in providing prompts, timers, task sequencing, and goal
therefore reducing anxiety for Emily and maintaining a routine for the whole class (Kellems
et al, 2015). The provision of security items (such as the repetitive use of lip balm) and the
inclusion of any small comfort items from home can be allowed in-class to reduce Emily’s
anxiety without disruption to other students (Rogers, 2013). Opportunities for individual
choice and autonomy in design projects is possible for all students in later classes and can
be tailored to meet specific interests (for Emily this is Japanese anime and cuddle toys) and
levels of ability (CAST, 2011). Fostering collaboration is a method for encouraging peer
support and safe learning environments while also developing social interaction skills for
Emily and her peers (CAST, 2011). The teacher will need to be proactive in assigning group
roles (eloquent speaker, artist, cheerleader and captain) depending on group dynamics and
individual strengths - Emily may enjoy being the artist (Rogers, 2013).
Emily will also need daily, weekly and term goal setting to ensure she stays on task
and on time with assessments, which will alleviate anxiety and frustration and prevent
episodes of being overwhelmed (‘freeze or floppy’). This will need to be a home / school
collaboration to ensure Emily stays on track with homework and revision tasks including
reminders, checklists and task due-date countdowns (CAST, 2011). The portability of digital
devices such as tablets and mobile phones enables the use of electronic calendars,
reminders, homework apps and online classrooms which may assist in timetable
management, task completion and out of school hours access to class tasks (Kellems et al,
2015 and Jones, Wilcox & Simon, 2015). To assist with emotional regulation, Emily’s mother
states that she does observational mood monitoring on the iMood app., but says that Emily
refuses to self-monitor. Psychological support for social communication and self- regulation
is just commencing while psychiatric support is pending. In view of these external therapy
supports it will be important for the teacher to be open to any specialist recommendations
to assist Emily.
Part 2 illustrates a Universal Design for learning plan devised from Emily’s history in
Part 1. The original and modified plan and worksheet are in the Appendices following the
References.
References
American Psychiatric Association (APA), (2013). Autism spectrum disorder fact sheet. American
Psychiatric Publishing.
https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Autism-
Spectrum-Disorder.pdf
Australian Medical Association (AMA), (2016). What is autism or autism spectrum disorder? AMA
spectrum-disorder-2016
CAST (Centre for Applied Special Technology). (2011). Universal design for learning guidelines version
2.0. Compiled by David H. Rose and Jenna Gravel. Wakefield, MA: Author. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines/downloads
Jones, P., Wilcox, C. & Simon. J. (2015). Chapter 10: Evidence-based instruction for students with
Publishing.
Kellems, R.O., Gabrielsen, T. P. & Williams, C. (2015). Chapter 7: Using visual organizers and
learning. In Cardon, T. A. Technology and the Treatment of Children with Autism Spectrum
Loreman, T. J., Deppeler, J. & Harvey, D. (2011). Inclusive education: supporting diversity in the
National Autism Network. DSM-5 severity levels. Retrieved 2 October, 2017 from
http://nationalautismnetwork.com/about-autism/diagnosis-of-autism/dsm-5-severity-
levels.html
Rogers, L. (2013). Visual supports for visual thinkers: Practical ideas for students with autism
spectrum disorders and other special education needs. London & Philadelphia: Jessica
Kingsley Publishers.
Zambone, A.M., Bashinski, S.M. & King, L.H. (2010). Chapter 3: Low incidence disabilities. In R.T.
Boon, & V.G. Spencer (eds.) Best practices for the inclusive classroom: Scientifically based
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Australian Government Department of Education and Training. (2015). Planning for personalised
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Appendix A
Behaviour Rating Inventory of Executive Function-Adult Version (BRIEF ®2) “significant problem-
solving rigidity combined with emotional dysregulation” (Dixon, 2016, p. 5). T-scores above 60 on
the graph (areas in green) are elevated and indicate significant difficulty compared to same age
peers (Figure 1: Profile of BRIEF®2 T Scores, Dixon, 2016, p. 6).
KEY
Global Executive Composite (GEC) – summary score.
Behaviour Regulation Index (BRI) – ability to regulate and monitor behaviour effectively.
Emotion Regulation Index (ERI) – ability to adjust to change.
Cognitive Regulation Index (CRI) – ability to problem solve effectively.
Objective: The students will identify 19 pieces of sewing equipment and explain how to use
them.
Supplies: Scavenger Hunt worksheet for each student, thread, a seam gauge, scissors, a
sewing machine, a seam ripper, tailor’s chalk, scraps, a serger, shears, bobbins, a tracing
wheel and paper, pins, pinking shears, a rotary cutter, a rotary mat, tools and feet, a rotary
ruler, buttons, a tape measure, and numbered sticky notes #1-#19.
1. Scavenger Hunt: there will be 19 pieces of equipment around the room with
numbers attached. The students will go around the room and identify the
equipment. Their worksheet has a list of the equipment on the back.
2. Compare: The students will pair up with a partner and compare answers.
3. Demonstration: The teacher will demonstrate and explain how to use the equipment
on the list.
a. What is the equipment used for?
b. What are safety precautions for each piece of equipment?
c. Where can you find all the small equipment provided by the school?
d. What is the process of getting the sewing machine ready each day?
e. Where will you find the ironing boards and irons?
f. Where will you find the rotary mats, cutters, and rulers? What do you do
with them when you are done?
4. Summary: Have each student stand by a piece of equipment and tell the class what the
name of that equipment is and what is for. When everyone has had a turn, have the
students put the equipment away.
Objective: The students will identify 19 pieces of sewing equipment and explain how to use them.
Directions: Roam around the room and write the name of all of the equipment.
Do not leave anything blank. You do not have to start with number 1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Thread
Seam Gauge
Scissors
Seam Ripper
Tailor’s Chalk
Scraps
Serger
Shears
Bobbins
Pins
Pinking Shears
Rotary Cutter
Rotary Mat
Rotary Ruler
Iron
Tape Measure