102084 Tutor: Mrs.

Sam Cowie Hue Nghi Tran

CASE STUDY

Under the Disability Standard for Education 2005 (Attorney General Department, 2005,

section 2.2), a person with a disability is able to participate in courses or programs provided

by an educational institution, and use the facilities and services provided by it on the same

basis as a student without a disability. All Australian schools and teaching staff are liable in

creating an inclusive learning environment where all students are offered the opportunities

to thrive and succeed. As every individual is different, it is important that reasonable

adjustments must be personally tailored to meet the learning needs of students. This essay

will focus on a case study of a student with visual impairment, along with discussing

inclusive educational approaches that are based on the Universal Design for Learning (UDL)

framework and other educational principles for teaching students with visual impairments.

Student profile

This case study focuses on student X, a year 7 male student with congenital visual

impairment. X is diagnosed with partial sight and he still retains some vision, which means

he can see and read with his eye-glasses. However, X can only reads large print texts in a

close distance and he needs a white cane to assist him in walking if he has no glasses with

him. In terms of learning achievements and progress, X shows no learning difficulties at all.

He is capable of all class tasks and mostly scores well in most class assignments. As for social

development, X has a good rapport and relationships with his same age peers and

classmates. In short, Xs learning needs to be catered for are academic and physical needs.

Particularly, the difficulties that X faces at school is his information input channels. In other

words, reasonably adjusted and modified methods of presenting the learning materials and

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
teaching instructions must be focused in designing an equitable and inclusive lesson plan to

mainstream X and other students without a disability.

In terms of negative effects, visual impairment can affect all areas of a childs development.

It may cause motor development, orientation, motivation, social skills, emotional, and

language development issues (Best, 1992). Visual impairment also makes one feel isolated

and unwilling to participate in social activities due to the inability to thoroughly see other

peers body language (Australian Disability Clearing House on Education and Training, 2017).

Principles and factors to be considered in teaching students with visual impairment

To create an inclusive educational environment for student X or students with a disability,

schools and teaching professionals must implement reasonable adjustments and make use

of alternative teaching materials or pedagogies to cater for the students special learning

needs. All of the approaches and actions taken for this case study are based on Loremans

(2007) Seven Pillars of Support for Inclusive Education, the Universal Design for Learning

(UDL) framework, and along with other principles and theories in teaching students with

visual impairment.

According to Loreman (2007), teachers positive attitude plays a predominant role in

contributing to the establishment of an inclusive educational environment. He insists that

negative attitudes mostly lead to the failure of inclusive education. Particularly, negative

attitudes are often correlated with low expectations for students with disabilities

achievements (Forlin, Tait, Caroll, & Jobling, 1999; Wilczenski, 1993). In Xs case, though he

has visual impairment, it is not advisable that teachers should lower their expectations for

his performance. Lewis and Doorlag (1987) point out that there is no relationship between

physical disabilities and intelligence, and that having a disability does not necessarily mean

being handicapped. Lewis and Doorlag (1987) also exemplify that individuals with severe

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
physical problems may be bright while retarded individuals may not have any physical

disabilities. Therefore, there is no reasonable justifications for teachers lowering their

expectations for student X because he has visual impairment.

In addition, Goy (2000) emphasises that as there is substantial diversity among students

with a disability, it is crucial that each student with a disability must be approached

differently as an individual. Therefore, a specific Individual Educational Plan (IEP) must be

developed and kept as a record for not only the teachers but also for all school staff to be

aware of the specific needs of that student. For student X, it is crucial that teachers must

observe and obtain information from the principal, other teaching staff and even with Xs

family so that a precise and specific IEP is designed to tailor to his specific learning needs.

In terms of lesson planning, teachers of students with visual impairment must understand

that planning a redundancy of information is the crucial key to the success of inclusive

teaching and learning. By using multiple modes of communication, teachers not only make

learning materials and information accessible to students with visual impairment but also

accommodate other different learning styles in the classroom (Kinash & Paszuk, 2007). This

also corresponds to the UDL framework designed by the Center for Applied Special

Technology (CAST) where teachers are expected to provide multiple means of

representation, action and express, and engagement (CAST, 2014). According to the UDL

frameworks three core principles, alternative options for learning must always be prepared

and provided in order to optimize students access to learning knowledge and experiences

(CAST, 2014). In student Xs case, alternative learning materials or teaching deliveries must

be reasonably considered and adjusted to tailor to his visual impairment needs.

Besides, Best (1992) also suggests six principles for teaching students with visual

impairments for teachers to consider. These principles include considering students with

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
visual impairments position and learning space; modifying material print fonts and sizes;

providing first-hand experiences wherever possible; adjusting expectations in terms of

students work presentation and speed; using the right voice and speed in giving

information; and giving extra time for students to work on tasks.

By applying the right approaches and teaching pedagogies, teachers might successfully

mainstream students with a disability with other students without a disability. This is seen

as a positive step in promoting all students social and emotional wellbeing (Schirmer &

McGough, 2005; Norris, 2008).

Another factor to be taken into account when teaching a classroom with students with a

disability is the sensitivity in explaining classroom modifications to regular students (Lewis &

Doorlag, 1987). It is suggested that when creating an inclusive learning environment,

teachers must not call special attention to students without a disability in treating the ones

with disabilities. In other words, students with a disability must be treated in the same way

as other regular peers. Indeed, it is a matter of fact that students are curious and they may

ask questions regarding the classroom activities modifications. In this circumstance, teacher

must be sensitive in answering the questions promptly and honestly in order to satisfy

students curiosity and diminish any feelings of resentment from students with a disability

(Lewis & Doorlag, 1987). This corresponds to the Australian Disability Standard for

Education 2005 (Attorney General Department, 2005, section 2.2) stating that students with

a disability must be treated on the same basis as other students without a disability.

Lastly, relationship bridging must take place in the classroom. All classroom activities must

be conducted in a way that X is implicitly involved so that the message that X requires extra

care and attention is not sent to his sighted peers (Kinash & Paszuk, 2007).

Approaches and pedagogies in teaching students with visual impairment

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
Based on the principles and theories discussed above, a number of approaches can be

considered by teachers when designing and delivering a lesson to include student X in the

mainstream classroom. These approaches would include but not limited to using audio,

supplementing tactile materials, and adapting assistive technology (Fulton, 2008). These

strategies will be discussed in terms of their benefits and their related challenges that may

cause extra amount of work for teachers, support staff and the students.

Firstly, using audio or verbalising learning materials would be an effective alternative of

reading the original texts (Fulton, 2008). One of the UDL frameworks principles places

significance on providing options for perception. In particular, the UDL principle of providing

multiple means of representation spells out that the display of information must be

individually customized and language must be illustrated through multiple media. As X only

has visual impairments, verbalising the learning materials or reading out loud the texts with

the whole class would reduce the burdens of reading print that is not suitable to his vision

ability. This approach also allays the amount of preparation work for teachers in preparing

materials. Moreover, by implementing this approach, all students including X are working

together on the same task, and subsequently, an equitable learning environment will be

built.

Another approach to be considered is applying tactile materials to make learning more

engaging. According to the UDL frameworks principle of providing multiple means of

engagement to make learning purposeful and motivating, by providing options for recruiting

interest, teachers could minimize threats and distractions; and optimizing individual choice

and autonomy. In Xs case, providing learning tasks with tactile materials will offer him the

opportunity to achieve and do well in front of his peers, which would implicitly promote Xs

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
emotional development. In a whole class scale, this approach also benefits learners of

bodily-kinaesthetic intelligence (Gardner, 1983).

Lastly, the use of assistive technology and digital formats may be beneficial for students

with visual impairment. Among a wide range of assistive technologies for students with

visual impairment introduced by Fulton (2008), scanners are a powerful source in turning

printed text into digital formats which can be reformatted and adjusted to the format that

best suits the students. Scientifically, prints in hard copies such as textbooks, or blackboard

notes are in their atom format where digital works are in bit format that can be reformatted

and adjusted to any sizes that best suit the users (Negroponte, 1995). Teachers can scan the

learning materials and use these digital copies which are accessible for students from their

class computers. Class tasks can also be adjusted to digital formats where students can

directly do their work on the computers rather than conventional pen and paper. This

approach is designed based on the UDL frameworks principle of providing multiple means

for action and expression to make strategic and goal-directed learners where all students

are encouraged in using multiple tools for construction and composition. This approach only

requires teachers to make digital copies for the learning materials. Other than that, no extra

amount of preparatory work is created. Besides, in this digital era, most texts are available

in different digital formats and versions such as online pdf file, websites, or multimedia

formats. Teachers can utilize these available sources so that they do not have to reinvent

the wheel.

In conclusion, teaching students with visual impairment requires teachers knowledge of the

students conditions and learning needs. By applying the UDL framework and considering all

benefits and disadvantages of teaching approaches, teachers can construct an equitable and

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
inclusive learning environment where all students regardless of their abilities are enabled to

thrive and succeed.

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
REVISED LESSON PLAN FOR STUDENT X USING THE UDL FRAMEWORK AND OTHER RELEVANT THEORIES

Year 7

Key Learning Area English

Area of study Sustainability

Original and Revised Lesson plan

Original Lesson Plan Revised Lesson Plan Universal Design

for Learning (UDL)

Framework

Learning Picture book My place by Nadia Picture book My place by Nadia Wheatley Principle 1:

sources/ Wheatley A range of digital formats are available online: Provide multiple

materials Australian Broadcast Corporation (ABC) digital stories means of

http://www.abc.net.au/abc3/myplace/ representation

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
ABC series My Place, available on Youtube

https://www.youtube.com/playlist?list=PL0l541FH_W0SsPik-

Ph_S1et0O58kjZxx

Preparatory Provide picture books Set up Internet connection

work Print worksheets Set up Overhead Projector

Set up students classroom computers/ laptops/

Chromebooks

Prepare tactile materials: picture cut-outs (enlarged

photocopied from the picture book), A3 paper, glue sticks,

scissors.

Set up Google Drive shared folder for students connection

and access to digital copy of class task worksheets

Activities

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
1 Individually, students read the Students go to the ABC website Principle 1:

first three pages of the book and http://www.abc.net.au/abc3/myplace/ and click on the first three Provide multiple

fill information in the table on the stories i.e. Pre-contact 1, 2, and 1788. means of

hard copy worksheet about the Students go to Google Drive folder set up by teachers, and representation

characters names, origins, download the class task document onto their computers. Students

familys occupations. fill in information in the table on the digital worksheet about the Principle 3:

characters names, origins, familys occupations. Provide multiple

Students save their work to the Drive folder so teacher can mark means of action

and give feedbacks directly on their work. and expression

2 In groups, students create a Teacher gives picture cut-outs, A3 paper, glue sticks and scissors (if Principle 2:

timeline on a piece of A3 paper necessary). Provide multiple

for the first 3 characters in the In group, students discuss, and refer to the digital story on the ABC means of

story. website to reconstruct the story by gluing the picture cut-outs on engagement

Students jot down key points of the A3 paper.

the characters information Principle 3:

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
Provide multiple

means of action

and expression

3 Students continue reading the As whole class, teacher reads out the next two pages of the hard Principle 1:

next two pages of the books and copy picture book. Provide multiple

respond to teachers Students listen and take notes. means of

comprehensive questions on the In groups, students use information from their note-taking to representation

board. reconstruct the stories that the teacher just read.

Principle 3:

Provide multiple

means of action

and expression

4 Teacher gives out writing task on Teacher plays the first episode of the My place series. Principle 1:

a worksheet As whole class, watch the episode. Provide multiple

Students are told to take notes on their computers.

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
Pick your favourite character After playing the episode, teacher and students discuss the episode. means of

from the book and write 150 word Teacher releases the mini-quiz on Google Drive folder. representation

paragraph diary entry from the Students download the quiz and submit on the Drive folder when

perspective of that character. they finish. Principle 3:

Students write and submit the Lesson concludes. Provide multiple

worksheet before lesson means of action

concludes. and expression

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
References

Attorney-Generals Department. (2005). Disability Standards for Education 2005. Retrieved

from www.comlaw.gov.au/Details/F2005L00767

Australian Broadcasting Corporation (ABC). (2017). My Place. Retrieved April 08, 2017 from

http://www.abc.net.au/abc3/myplace/

Australian Disability Clearing House on Education and Training (ADCET). (2017). Impact of

vision impairment and blindness. Retrieved April 05, 2017 from

http://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-

impaired/

Best, B. A. (1992). Teaching children with visual impairments. Bristol, P.A., U.S.A.: Open

University Press.

CAST (2014). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Forlin, C., Tait, K., Carroll, A. & Jobling, A. (1999). Teacher education for diversity.

Queensland Journal of Educational Research, 5.

Fulton, D. (2008). Teaching pupils with visual impairment: A guide to making the school

curriculum accessible. Milton Park, Abingdon, Oxon, U.K.: Routledge.

Gardner, H. (1983). Multiple Intelligences New Horizons in Theory and Practice. New York:

Basic Books.

Goy, C. (2000). Minimising alienation in the student learner. The Practising Administrator, 2,

12-13.

Kinash, S., & Paszuk, A. (2007). Accessible education for blind learners: Kindergarten through

postsecondary (A special supplement in the Critical Concerns in Blindness Series).

Charlotte, N.C.: Information Age Publishing, Inc.

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102084 Tutor: Mrs. Sam Cowie Hue Nghi Tran
Inclusive Education: Theory, Policy and Practice Students ID: 17370673
Lewis, B. R., & Doorlag, H. D. (1987). Teaching special students in the mainstream (2nd ed.).

Columbus, Ohio: Merrill Publishing Company.

Loreman, T. (2003). Seven pillars of support for inclusive education. International Journal of

Whole Schooling. 3 (2), 2007.

Negroponte, N. (1995). Being digital. New York: Vintage.

Norris, J. (2008). Meeting curriculum challenged in special school: Embracing the early years

curriculum. Primary and Middle Years Educator, 6(2), 3-8.

Schirmer, B. R., & McGough, S. (2005). Teaching reading to students who are deaf: Do the

conclusions of the National Reading Panel apply? Review of Educational Research,

75(1), 83-117.

Wheatley, N. (2012). My place. Australia: Kane/Miller Book Publishers.

Wilczenski, F.L. (1993). Changes in attitudes toward mainstreaming among undergraduate

Youtube. (2017). My Place (Australian TV Series). Retrieved April 08, 2017 from

https://www.youtube.com/playlist?list=PL0l541FH_W0SsPik-Ph_S1et0O58kjZxx

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