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Profile:
Toby is in year 9. He was born with a hearing impairment, and participates in mainstream classes.

He is able to converse with peers, to some degree, by lip reading, however, he relies on an interpreter to

translate his reply. He requires a personal aid, specifically for this translation of sign language. Despite

his hearing impairment, he is acknowledged as Gifted and Talented (G&T). This student has an

Individualised Education Plan, (IEP) which means his learning is only evaluated through written or

artistic elements. Toby enjoys art, reading novels, and he excels at writing. His written responses are

sophisticated and enlightened. His contributions to discussion are rare; however, when he does offer his

insights, it is valuable, and it often extends his peers’ learning. The area Toby needs to improve upon is

his behaviour. He rarely completes class work, preferring to swing on his chair and make clicking noises

with his tongue. He often tries to converse with friends, at inappropriate times, like silent reading, but

the interpreter refuses to translate for him. This causes him to become frustrated and he resorts to

throwing notes to peers across the classroom.

Part 1:
Blizzard & Foster (2007) advocate the building of respect and conscientiousness in peers, and

teachers, regarding the accommodation of Toby’s needs in the classroom. Hearing-impairment often

incurs a delay, as sign language is translated. This can be especially difficult during classroom discussion

when students speak all at once. The interpreter won’t know which opinion to value to translate, and the

student does not want to miss anything by looking away from the interpreter to read lips. One person

speaking at one time gives Toby the opportunity to read lips or follow the interpreter without confusion.

Blizzard & Foster (2007) recommend a ‘beanie baby’ [a stuffed toy] to be used as a tool in classroom

discussion. Whoever is holding the beanie baby is able to express their opinion, without interruption.

When someone wants to speak they put their hand in the air, and once the person speaking is finished,

they will pass it on. Toby will find this easier to maintain a visual on his interpreter’s sign language, and

have the time for translation, while his peers pass around the beanie baby. The delay time in passing

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around the beanie baby is useful for all students to slow discussion and allow students to formulate the

best response. The use of an object to structure class discussions will also work for students who speak

English as a Second Language (ESL), as the delay allows for self-translation and articulation. By

incorporating a beanie baby into the classroom, all students’ expression will become more structured,

and prevent students from speaking all at once.

Martins & Gaudiot (2012) argue that students with hearing-impairment require a highly-visual

classroom environment. The physical environment, such as the seating arrangement, needs to be

considered, and the schools overall sound-based systems need to be modified. The seating plan must

address the students’ need to see the whole classroom. Martins & Gaudiot (2012) believe a U-shaped

design, with Toby near the back would be best, as it would allow him to see his peers’ reactions in front

of him, the teacher’s lips, and his interpreter’s hands, as well as the words written on the whiteboard

(p.3665). Most importantly, all sound queues must be modified, as they are invisible to the hearing

impaired. For example, the school bell must coincide with a light signal, such as classroom lights flicking

on and off (p.3665). Additionally, the teacher cannot conventionally raise their voice to gain Toby’s

attention. Martins & Gaudiot (2012) recommend using a visual queue to gain attention, such as a

smartboard projected image that means ‘attention’. This signal will allow the classroom to regroup and

ensure Toby is ready. A signal like this would also work well with students with Autism Spectrum

Disorder (ASD) or Behaviour Disorders (BD), as it provides structure and circumvents raised voices

within the classroom.

Toby’s weakness is his behaviour. He understands the content, however, chooses not to

participate. Toby appears to lack engagement with the classroom materials, because they seem to be

beneath his academic ability. Morawska & Sanders (2008) completed a study on behaviour of Gifted

and Talented (G&T) students. While their study was mainly based on parental influence, they did

highlight difficulties with peer groups, or educational setting as a precedent for behavioural issues

(p.824). Since Toby is acknowledged as a G&T student, and his antecedent for misbehaviour is boredom,

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the teacher’s allocated classwork appears to be mismatched to his educational vigour. Usually, G&T

students tend to accelerate a year group, however, this can cause social issues for the student, as their

interests may differ greatly to their more mature classmates, and so, find it difficult to socialise

(Morawska & Sanders, 2008, p.824). The other option is to stay in the same year group, and be provided

with more stimulus. Clarke & Pittaway (2014) state that it is the “teacher’s responsibility to recognise

these needs and to devise and tailor programs that can optimise students’ talents” (p.245). Differentiation

in the classroom would provide Toby with more suitable material and extend his learning; such as,

setting questions of increasing difficulty for the whole class, by employing terminology from Blooms

Taxonomy (Anderson & Krathwohl, 2001). This is an easy modification, but it does require a teachers’

knowledge of all their students’ ability level, and how they learn best.

Johnson-Harris & Mundschenk (2014) highlight how the Universal Design for Learning (UDL)

can be used to combat Behaviour Disorders (BD) in the classroom. Their analysis, (while irrelevant to

Toby who understands content), outlines how students that fail to understand content taught through

only one instructional method, might give up and turn to misbehaving instead. Students who fail to

understand content, then misbehave could succeed by being offered UDL principles. UDL has a

framework with three principles; which are Multiple Means of Representation, Multiple Means of

Expression, and Multiple Means of Engagement. The definition of Multiple Means of Representation is

when students are given numerous examples of lesson content, whether image, text, or media. This will

allow students to avoid the frustration of ‘not-getting-it’, as they are provided multiple avenues, and

more opportunities to ‘get-it’ (Johnson-Harris & Mundschenk, 2014, p.169). The Multiple Means of

Expression is when the teacher offers many activities, for students to interact with the content. This

might be extending a math lesson by practising math equations in notebooks, through online educational

games, or as a group on the whiteboard. The Multiple Means of Engagement intersects with the activities

above, for students to use what they have learnt, the activities must offer authentic, and relevant learning,

and must maintain students interest, but put emphasis on effort (Johnson-Harris & Mundschenk, 2014,

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p.170). As a result, students are taught self-regulation, and self-motivation by having the opportunity to

choose what works best for them. Therefore, UDL offers students choice, and opportunity to think for

themselves, like adults, which will alleviate disruptive behaviours.

The Expression principle of UDL seems to be where we lose Toby. The Multiple Means of

Expression must be personalised for Toby, to ensure he is reaching lesson goals, and producing work

that can go towards his report card. The position of teachers in this scenario is to supply enough activities,

that Toby will find one that works to help embed the lesson content; thereby, leading to more motivation,

and improved engagement with material. UDL helps students who lack engagement by implementing

multiple learning opportunities that will work for students’ unique learning styles; such as working

alone, or working in a group, or some students might “prefer open ended, highly subjective tasks,

whereas other prefer structured, objective tasks” (Rapp, 2014, p.18). It is up to the teachers to understand

what the students’ needs are, and utilise UDL principles to aid students in self-regulation, and

motivation. Therefore, Toby needs to be offered choice, and extension activities, that do not single him

out for his disability. For example, if the lesson objective is to read two chapters of a novel. Optional

activities may include reading via e-book, or reading via traditional paperback books, which can be read

at tables, laying on the floor, or sitting in bean bags. There are even audio-books. Toby may choose the

e-book version, and to read on the floor. If Toby were to finish reading before his peers, online

comprehension games can be implemented.

As evidenced above, technology often assists in delivery of UDL in classrooms. Alsalam (2015)

undertook research into the specific academic needs of students with a hearing-impairment in the Saudi

Arabian context. The mixed method study found that an increase in the use of technology was needed

for UDL to function as intended. Alsalam (2015) states “deaf and hard of hearing students need to

interact with digital materials that includes texts, pictures, graphics, 3D, animation, and videos that

represent the content in multiple ways […]. Modelling UDL through technology will enhance the

teacher's’ performance and students’ achievements […]” (p.112). Technology that Toby could engage

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with would range from e-books, blogs, online archives, YouTube videos that have subtitles, to online

games. Keeping him engaged would be easy enough, as modern-day students love replacing old

textbooks with the unlimited supply of knowledge to be found on the internet. Providing internet use is

undertaken in a controlled way, teachers can show students the way to use technology to further their

own education, thereby utilising their skills in self-regulation and self-motivation.

We have discussed physical accommodations for Toby in the classroom, however, there are also

some teaching adjustments that can be made. Martins & Gardiot (2012) recommended an increase in

visual tools in the classroom, and here is one that works universally. At the beginning of every class,

write up the days’ lesson objective, connection to prior learning, step-by-step activities, and the ‘do-I-

get-it?’ checklist on the board for students to reference throughout the lesson. During Professional

Practice, I encountered this policy at a Positive Behaviour for Learning (PBL) school. PBL is basically

a Universal Design for Behaviour (Cowie, 2017). During my time at this school, I found that by using

this tool, students were able to self-regulate their learning, and let me know if they did not adequately

achieve the lesson objective by the end of the lesson. This informed my formative assessment, and unit

planning, and led me to perhaps revisit the content in the next lesson. In addition, by highlighting the

lessons connection to students’ prior learning, students can see the relevance of the lesson content (NSW

DET, 2003). The other successful part is the step-by-step lesson outline, which is useful to make students

aware of transitions throughout the lesson. This prevents disruptions when it is time to start the second

or third activity. This tool is universally helpful and all students, including Toby, will be able to interact

with this visual tool throughout the lesson, to self-regulate, without the need of an interpreter, or the

teacher.

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Part 2:

Lesson Objective:
All students will be able to explain what it means to position the audience. Most students will be able to explain how they were positioned during the
clips shown. Some students will be able to analyse the clips shown, and explain how the positioning was achieved.

Time Strategies and Learning Activities Resources

15min  Write lesson objective list. Enter classroom and into seating plan. Teacher to  Awards for homework
silently, mark roll by sight. Check students’ homework while they  Youtube clips
write/type/record the notes on the board.  Whiteboard markers
10min  Gain attention. Watch negative infrastructure clip  Powerpoint
https://www.youtube.com/watch?v=Gn8N23_7FUU [2:02m]  Voice-to-text technology
Write in your book how you feel about city building after watching. Class  Personal ipads
discussion with beanie baby about answers. Employ Blooms questioning. Note:
music, colour, imagery, company name, clip title.
10min  Gain attention. Watch positive infrastructure clip
https://www.youtube.com/watch?v=E_FjelY0_Hs [2:17m]
Write in your book how you feel about city building after watching. Class
discussion with beanie baby about answers. Employ Blooms questioning. Note:
music, colour, imagery, language, clip title.
 Gain attention. Teacher lectures while holding beanie baby about how
10min positioning the audience is used in news, documentaries, movies, and TV
shows, and why students need to be critical.
5min  Gain attention. Pack up before the bell.

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Lesson-Plan Resources Attached:

Youtube video

Youtube video

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References:

Alsalam, M. A. (2015). Considering and Supporting the Implementation of Universal Design for

Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.

ProQuest Dissertations Publishing, 1-209. Retrieved Sept 25, 2017, from https://search-

proquest-com.ezproxy.uws.edu.au/docview/1708665311?accountid=36155

Anderson, L., & Krathwohl, D. (2001). Bloom’s Taxonomy Revised. Retrieved Sept 26, 2017, from The

Second Principle: The Work of Leslie Owen Wilson, Ed. D.:

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-

revised/

Blizzard, D., & Foster, S. (2007). Feminist Pedagogy and Universal Design in a Deaf and Hearing

World: Linking Cultures Through Artifacts and Understanding. Feminist Teacher, 17(3), 225-

236. Retrieved Sept 25, 2017, from

http://www.jstor.org.ezproxy.uws.edu.au/stable/40546028

Clark, M., & Pittaway, S. (2014). Meeting the Diverse Needs of the Students. In M. Clark, & S.

Pittaway, Marsh's Becoming a Teacher (pp. 245-267). Frenchs Forest: Pearson.

Cowie, S. (2017, Aug 29). Lecture 7. Promoting Positive Behaviour. Kingswood, NSW, Australia:

Western Sydney University.

Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working Effectively with Students with

Behaviour Disorders in a General Education Classroom: The Case for Universal Design for

Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4),

168-174. Retrieved Sept 25, 2017, from http://dx.doi.org/10.1080/00098655.2014.897927

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Morawska, A., & Sanders, M. R. (2008). Parenting Gifted and Talented Children: What Are the Key

Child Behaviour and Parenting Issues? Australian & New Zealand Journal of Psychiatry, 42(9),

819-827.

NSW Department of Education & Training. (2003). Quality Teaching in NSW Public Schools: A

Classroom Practice Guide. Retrieved Sept 26, 2017, from http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Rapp, W. (2014). Universal Design for Learning in Action : 100 Ways to Teach All Learners. Maryland:

Brookes Publishing.

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