Brooke Grech 18893641

ASSIGNMENT 2 – INCLUSIVE EDUCATION

Part 1: Case Study

With the increasing requirements to incorporate all students into mainstream

classrooms, including students with disabilities, educators are faced with challenges

regarding how their classrooms are operated and can meet the needs of all their students

(Konza, 2008). This case study will focus on a student with mild intellectual disability (MID)

and use the Universal Design for Learning (UDL) to suitably adjust a stage-four music lesson

plan for the case student and all other students.

Tiana Georges is a well-mannered and friendly 12-year-old student in year 7. She is

diagnosed with MID and anxiety disorder. She also displays signs of maladaptive behaviour

and low self-efficacy. MID is generally diagnosed by an intelligence quotient (IQ) test result

of approximately <70 (Huls, 2017; Einfeld, Ellis & Emerson, 2011). Symptoms generally

include limitations with cognitive functioning, working memory, organisational skills,

adaptive behaviour and attention skills (Huls, 2017; Trezise et al., 2014; Parmenter et al,

1998). Maladaptive behaviour is characterised by the individual’s ineffective attempt to

manage emotions in stressful situations (Conklin et al., 2015). Anxiety is characterised by

constant worry, especially in elevated fearful or stressful situations (Stein & Sareen, 2015;

Essex et al., 2010). Anxiety can also be associated with intolerance of uncertainty, where the

individual reacts negatively to unpredictable circumstances (Stein & Sareen, 2015). Due to

students with a range of disabilities and disorders being included into mainstream

classrooms, it is important for teachers to research and use evidence-based strategies to help

all students achieve their best learning potential (Clarke et al., 2016).

Tiana enjoys the creative arts, particularly drawing, creating and designing. This

gravitates her engagement toward kinaesthetic and tactile type learning. This is also evident

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through her appreciation of interactive technology and video games. When she is engaged in

a topic of interest, she becomes experimental and discovers things that sometimes would go

unnoticed. Tiana demonstrates her creativity and interest mostly when she is acknowledged

and praised for her efforts. When she is confident in her abilities, she can work optimally and

independently or with little support. She displays this in lessons by engaging in class

activities, working independently and quietly, and obeying teacher instructions. Tiana’s tasks

of interest include: creating/designing, game-based learning and tasks that are especially

applicable to her life.

Despite Tiana’s strengths of creativity and enthusiasm to learn, her symptoms of MID

and anxiety disorder sometimes hinder her capability to study. For example, low cognitive

functioning of MID means that Tiana struggles with complicated literacy concepts and

writing, reading and comprehension skills (Trezise et al., 2014). Tiana also struggles with

complicated math algorithms which require high working memory; retaining information to

process new information (Trezise et al., 2014). These are usually tasks Tiana disengages with

in class. Although Tiana is well-mannered and does not purposefully disobey teachers’

instructions, having a low attention span means she is easily distracted from tasks and

distracts her peers. Low working memory also effects Tiana’s ability to concentrate and

remember several instructions (Clarke et al., 2016). This is displayed by teachers’ constant

reminders for Tiana to stay focused and on-task. Having anxiety, low self-efficacy and using

maladaptive strategies also means that she can easily get frustrated over difficult,

overwhelming and unpredictable tasks, which is generally expressed by refusing to attempt

class work and/or becoming emotional (Bilias-Lolis, 2011).

The UDL model is used to adjust lessons and classrooms that cater for all students’

needs (Loreman, Deppeler, & Harvey, 2011). It is shown to strongly benefit and improve the

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learning experience for students with learning disabilities and behavioural issues (Johnson-

Harris.&.Mundschenk,.2014). The model is not only effective for students with disability, but

also all other students in the mainstream classroom (Vitelli, 2015). The framework is also

beneficial for teachers, as it provides a more timely and convenient alternative to writing

individual adjustments for every student in lesson plans (Johnson-Harris & Mundschenk,

2014). To adjust a lesson plan suitable for students like Tiana and other students, the UDL

model provides a versatile framework that focuses on three principles: multiple means of

representation, multiple means of expression and multiple means of engagement (Loreman et

al., 2011).

Multiple means of representation involves using a variety of pedagogical strategies to

teach curriculum content in the classroom (Loreman et al., 2011). This allows the same

content to be perceived and comprehended by students multiple times using a variety of

methods (National Centre on UDL (NCUDL), 2014). Multiple means of representation may

assist students like Tiana by lowering cognitive load, thus, decreasing anxiety and frustration

levels (Johnson-Harris.&.Mundschenk,.2014). This not only helps students with disabilities

or behavioural issues, but all students in the mainstream classroom, as tasks and presentation

of content is catered to all types of learners’ needs.

This is shown in the adjusted lesson plan by firstly applying techniques that promote

mental wellbeing and a positive classroom environment. The opening exercise is called

‘Pitch Compliments’, which connects with the topic of the lesson, promotes social belonging

and creates a foundation for a positive learning environment. Students focus on social

belonging and may also find the task entertaining, thus, promoting positive emotions,

relationships and atmosphere in the classroom (Wellbeing.Framework.for.Schools, 2015;

Hazlett, Sweeney & Reins, 2011). Dr. Rogers (2011, p. 1) suggests that “it is important that

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 Brooke Grech 18893641

teacher[s] communicate calmness to students” when promoting a positive learning

environment and managing behaviour. Therefore, to settle down students and promote

calmness, the next exercise is a quick breathing exercise. These exercises implement the

UDL by benefitting both Tiana and other students in the classroom who may/may not have

emotional/behavioural difficulties.

Another representation strategy is used in the summary before the lesson’s

commencement. The online booklet provides clear dot points of all the topics that will be

covered in the lesson. The teacher addresses these points before the lesson to prepare students

for the content and to serve as a reminder. This strategy helps Tiana prepare and be less

overwhelmed by unpredictability of content and activities (Stein & Sareen, 2015). It also

assists difficulties with working memory and organisational skills, as Tiana can look back at

the activities/topics as a reminder at any chosen time (Trezise et al., 2014). Furthermore, the

online booklet allows Tiana to use interactive technology, which addresses one of her

learning strengths. Other students in the class have the option to follow along online, listen to

the teacher, watch the teacher write dot points on the whiteboard, or write/type their own

notes down. Therefore, these representation strategies highlight a full spectrum of learning

needs.

The lesson also addresses representation by using a combination of auditory, visual

and kinaesthetic learning methods to present and repeat information. For example, the

activity to recount note rhythms, which is done through song and actions. Although Tiana is

very creative, complicated musical language such as, ‘Crotchet’ and ‘Quaver’, can sound

confusing or irrelevant. Therefore, a combination of visual and auditory cues are also used to

support these complicated terms (Trezise et al., 2014). Note images, drawings, names,

numbers and sounds are all presented on the whiteboard and/or interactive board to give

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students preference of absorbing information. Visual cues support students like Tiana by

compensating for difficulties in literacy, reading and comprehension skills, and also assist in

memory (Huls, 2017; Trezise et al., 2014). An example of this is the image used for the

folder box at the end of class to remind students to put away their folders. Activities also give

students a variety of options to record information including drawing pictures, writing

information or using their devices (Positive Behaviour for Learning (PBL), 2014).

Multiple means of expression refers to how students demonstrate the information they

have learnt through opportunities provided in the classroom (Loreman et al., 2011). Not all

students will express their knowledge in the same manner, hence, a variety of opportunities is

provided in the adjusted lesson plan (NCUDL, 2014). Students with MID can potentially

struggle in mainstream classroom discussions and question time, this is because students

without these struggles are more active to participate (Clark et al., 2016). Therefore, to help

Tiana with working memory, cognitive functioning and anxiety, response cards with a

variety of pictures, numbers and words are used to answer teacher’s questions (Clark et al.,

2016). The teacher also asks questions in a variety of ways, that is, asking for an image, a

word, or a number. This will allow Tiana to express her knowledge equally amongst her

peers, using a method suitable to her. All other students will also benefit from response cards,

as students will not need to compete in sharing their answers.

Furthermore, giving students the autonomy to choose their way of expression can

help increase engagement and positivity toward learning and decrease problem behaviour

(PBL, 2014). For example, in the rhythm dictation task, students can either write or draw

their answers. Since Tiana expresses her creativity through art, drawing would encourage her

to attempt the formative styled assessment. Tiana also gravitates toward kinaesthetic

learning, hence, actions of pointing up or down are used in the determining pitch exercise.

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Students are given the opportunity to work in pairs or individually when expressing their

newfound knowledge. This allows Tiana to either work at her own pace or receive assistance

alongside her peers. The Social Learning Theory suggests that collaborative learning benefits

all students, as behaviours and knowledge can be learnt through supportive peers (Nketsia,

2018).

Multiple means of engagement refers to strategies used to motivate students learning

and interests, especially, by considering student’s strengths and abilities (Loreman et al.,

2011). Teachers can gain students’ interests by making the learning activities fun, interesting,

applicable and realistic (Johnson-Harris.&.Mundschenk,.2014). This is true for Tiana, as she

is more motivated to learn when tasks are applicable to her. The lesson plan achieves this by

incorporating interactive technology such as the interactive whiteboard, real

keyboards/instruments to play, and game-based activities. For example, instead of handing

out students’ folders ordinarily, the students play a game. Each lesson the teacher times the

students, and their goal is to beat their personal best. This not only incorporates Tiana’s

interest of gaming, but also makes the lesson exciting, engaging and teaches all students to

cooperate efficiently. As a result, students feel connected with their peers, the task and

teacher (Wellbeing Framework, 2015).

The teacher-student relationship is an important aspect of student engagement and

decreasing difficult behaviour (Alter et al., 2013). A strong teacher-student relationship is

characterised by being compassionate, positive, approachable, friendly and supportive, which

in-turn, motivates students’ on-task behaviour (De.Nobile, Lyons & Arthur-Kelly, 2017;

Pearce, 2009). For example, the lesson plan frequently incorporates time for the teacher to

provide students with feedback, praise and help with tasks. Tiana would especially benefit

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from this, as acknowledgement can raise her confidence and allow her to learn more

effectively (Wellbeing Framework, 2015).

Another strategy to help students stay focused, on-task and engaged, is the input of

visual timers (Huls, 2017). Visual timers are a visual and auditory cue that help students

manage and keep aware of time to work on tasks (Huls, 2017). In Huls’ (2017) study,

participants enjoyed the visual timers and cheered when the timer ended, exclaiming that

they had accomplished their work. This can assist Tiana with organisational skills and

predictability of the classroom environment. The teacher also verbalises a reminder within

three minutes remaining of their practical task to further establish this strategy. This helps all

students, including Tiana to be alert and mindful of their productivity. Hence, students

remain engaged in the task, knowing they only have a certain amount of time to experiment,

learn and/or create.

In conclusion, the UDL model is an effective framework for adjusting lessons and

classrooms to cater for all students’ needs. Specifically, the case student, Tiana’s needs were

incorporated into the lesson plan by considering multiple means of representation, expression

and engagement. The benefits are shown to be numerous for all students and teachers in the

inclusive classroom.

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Part 2: Adjustments to Lesson Plan

Key:
Bold – other adjusted instruction
Multiple means of representation
Multiple means of expression
Multiple means of engagement

SCU School of Education (SECONDARY)

Music Lesson Plan Template

Class/Stage: Year 7/Stage 4 Lesson/Period: 3 Lesson Length: 55 minutes

Topic/Main Concept/Theme: Pitch

SYLLABUS CONTENT to be covered

Traditional notation of Pitch on the musical staff.
Pitch as it relates to the musical staff and Rhythm

SYLLABUS OUTCOMES to be covered

4.5 Notates compositions using traditional and/or non-traditional notation.

4.9 Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of
scores used in the music selected for study

Students will learn to: Students will learn about:

• explore forms of musical notation
including computer-based applications, as a
method of recording their own musical ideas
• respond to the range of repertoire used
for listening
• notating compositions using various forms of
traditional and non-traditional notation
• identifying, understanding and describing how
the concepts of music have been used and manipulated

Performing Composing Listening

Learning Experiences

Duration Pitch Dynamics and expressive techniques

Musical Concepts
Tone Colour Texture Structure

ICT Aboriginal and Work, Employment Civics and Citizenship

Indigenous and Enterprise
Cross Curriculum
Content Difference and Environment Gender
Diversity
Collecting Analysing Communicating Planning and Working with others in
and organising ideas and organising activities teams
Key Competencies information Information
Using mathematical Solving problems Using Technology
ideas and techniques
Literacy Numeracy

Notating musical language Demonstrating intervals using pitch

Note values and rhythmic exploration

Considerations/Preparation
 Prior Knowledge/Experience Resources/Materials/Technology Key Vocab
Whiteboard Staff
Interactive Board Clef
Keyboards / tuned percussion Pitch
Student’s devices (laptops) Note
Access to Information Booklets + Bonus Octave
Safety Risk Activites online Key Questions
Use of keyboards and Student’s folders, worksheets and Response Do notes get higher or lower
electrics. Cards (kept in student’s folders which are kept the further up the staff?
at school) Which note do you think is
higher in pitch?
Noteflight.com What does higher and lower
Noteflight tutorial video: “look” like on an instrument?

https://www.youtube.com/watch?v=eZ3yHvFhH-
k

Opus Treble Clef Worksheet

,teoria.com

STAGE OF STUDENT QUESTIONING/

LESSON TEACHER ACTIONS UNDERSTANDING? TIME RESOURCES
ACTIONS
1. Positive Lead students in Students turn to 3-5 mins
learning exercise exercise promoting partner (or group
– Pitch social belonging, of 3), and take
Compliments mental wellbeing and a turns
positive social complimenting
Breathing environment. each other with 1
exercise Lead students in a or 2 words by also
quick 1-minute saying the word in
breathing cooldown. a low or high pitch.
Students are lead
in a breathing
exercise.
2. Summary of Teacher goes through Dot points are 2-3 mins Students’
the lesson today the main topics and provided in the devices and
ideas that will be learnt online booklet for online booklet.
in class today by students to follow
writing dot points on along on their
the board. devices.

3. LINKING Review previous lesson Respond to recount. 10 mins Whiteboard and

What have on rhythm asking folders for
students already students to recount note clapping
learnt? types/names by singing exercise
the note value song response card
What is the with actions: exercise.
assumed “Semibreve, minim, Keyboard
knowledge? crotchet, quaver, semi Interactive
What is the link to quaver”. Whiteboard
last lesson? for teoria.com for
Teacher gets students rhythmic
to hand out each Students hand out
dictation.
other’s folders quickly folders as quickly
by timing them (a as possible
game done every time
they hand out their
folders)
 Students use the
Test student’s response cards
understanding by a (pictures, numbers
combination of or names of notes)
drawing up visual cues to answer
(note images or teacher’s
number of counts) on questions.
the white board and E.g. Teacher plays
using auditory cues and counts a
(sound of the note minim (2 count)
value). note on the
E.g. How many counts keyboard.
is the note Students will hold
crotchet/quarter note? up the picture
Students will hold up a and/or word of a
card with the number minim.
1.

Rhythm dictation: Play Students write/draw

some examples and answers to what
have students they hear.
write/draw what they
hear (using teoria.com)

Teacher walks around Students receive

giving students feedback from
feedback and praise teacher
for efforts.
4.INTRODUCTION Teacher explains the Students engage in 5 mins Whiteboard
Staff, and explains the explanations
Treble Clef (right-hand) through auditory Keyboard
dictates what notes are and visual
presented on the staff. learning/cues.

Label the notes – C, D,

E, F, G, A, B, C in
conjunction with the
drawing of the
keyboard.

Using a “keyboard”
drawn on the
whiteboard, visually
and verbally explain
that there are 7 “white”
notes in music and
these are arranged in a
repeating pattern.

Play the white notes

starting on C on a real
keyboard and
demonstrate how
these notes repeat
over again.
5. BODY 5 mins Whiteboard
Teacher explains that
students can use the Interactive
information booklet Whiteboard and
(with content covered) Noteflight
provided online to
guide them if they
need to revise or to
read in their own time
if interested. There is
also bonus activities
online if students want
to attempt these in
class or at home.

Give acronym “Every Students copy

Good Boy Deserves “words” and write
Fruit” and “FACE” for letter names
remembering treble clef underneath and/or
(right-hand) notes on draw/find pictures
the staff and display that resemble the
this using ‘Noteflight’. words, either
using devices or
paper.

Ask students to come up

with their own or work
in partners to invent (Students can invent
new words/rhymes to their own words and
learn treble clef notes work with
on staff. partners)

Explain the concept of Students raise 3 mins Keyboard

comparing pitch in terms hands for higher
of Higher and Lower. and point to ground
Play two notes on an for lower notes
instrument, have
students decide whether
the second is higher or
lower by pointing in
either direction.
Repeat a number of
times for clarity.

Explain the concept is Students point up 2 mins

presented on the staff. or down according
The higher the note on to pitches played
the page, the higher the on Noteflight.
pitch. Demonstrate this
using ‘Noteflight’ with
previous actions
(pointing up and down)
in conjunction with the
pitches that Noteflight
makes. Ask students
to do this too.

Using a keyboard Students locate 5 mins keyboards /

diagram on whiteboard specific pitches on tuned
explain where notes on keyboards / tuned percussion
the stave are located on percussion by
the keyboard. Compare individually
using Noteflight stave. playing the
instruments or
Have students find high working with
and low notes (E.g. high partners. Students
C, lower C) on keyboard can use their
information
booklets or
 Teacher walks around drawings on the
giving feedback and board to guide
helping students with their play.
the task.

12 mins
Explain how pitch and
rhythm can be notated Noteflight
together with examples Tutorial video
using visual and Students listen to on Youtube.
auditory cues – e.g. explanation
Notation of 2 C Keyboard/tuned
crotchet notes and E percussion
minim note on
whiteboard staff. Student
Visual first then, play devices
notes on
keyboard/instrument.

Play short tutorial

video for Noteflight.
The link is accessible
in the online booklet.

Display a simple two

bar melody on Noteflight
and play it.

Teacher sets a visual

timer on the interactive
whiteboard for the time
given to work on the
next task. Noteflight is
still in sight.

Teacher allows
Students attempt to
students time to learn
play the teacher
the provided melody
notated melody on
and/or create their own
keyboard / tuned
two bar melody
percussion and/or
through either paper
create their own.
notation or Noteflight
(device).

Teacher walks around

giving feedback and
helping students.
Teacher tells students Students are
they have 3 minutes aware of time left
left until it’s time to to finish task.
start packing up.

5. CONCLUSION With 5 minutes Students return to 5 mins

remaining of the class, their desks.
teacher instructs
students to stop and
save their work.

Quick Summary of Students can

choose to write
notes on
lesson and brief paper/device or
heads up for next follow along on
lesson. device.

Students pack up
Pack up – Teacher at their own pace.
instructs students
to put their folders
in the folder box at
the front of the
class on their way
out. The box is in
clear sight, with a
picture of folders
on the front.
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