Teaching and Learning in Inclusive Settings: A UDL Approach

Running Head: TEACHING AND LEARNING IN INCLUSIVE SETTINGS
TEACHING AND LEARNING IN INCLUSIVE SETTINGS
Name of the Student:
Name of University:
Author Note

1TEACHING AND LEARNING IN INCLUSIVE SETTINGS
Table of Contents
Introduction......................................................................................................................................2
Discussion........................................................................................................................................2
Case study....................................................................................................................................2
Learning Plan...............................................................................................................................4
Learning outcomes...................................................................................................................6
Lesson description.......................................................................................................................7
Relationship of the plan with UDL..............................................................................................8
Justification..................................................................................................................................9
Collaboration...........................................................................................................................9
Team bonding........................................................................................................................10
Communication......................................................................................................................10
Conclusion.....................................................................................................................................10
Reference.......................................................................................................................................12

2TEACHING AND LEARNING IN INCLUSIVE SETTINGS
Introduction
The Universal Design for Learning (UDL) is identified as an educational framework that
is primary relied on the research in learning sciences including cognitive neuroscience that can
achieve individual learning differences (Ashman, 2015). In this regards, it can be argued that the
Universal Design for Learning is very essential for integrating in the diverse classroom. Based
on the significance of the UDL system, it is important to understand the implementation of the
framework in the context of Australian curriculum. As far as the Australian curriculum is
concerned it can be argued that the UDL system is intertwined with the inclusive mechanism that
helps to get diverse needs of the students in the classroom (McLeskey et al., 2014). As a matter
of fact, this framework is very essential to get a glimpse of the learning process of the students
and at the same time helps to figure out the efficiency of the teachers in order to use teaching
techniques properly. In this regards, this report is going to discuss a teaching plan for students in
a classroom environment. Moreover, the learning outcome and the lesson descriptions are also
taken into the discussion to perceive an idea of the possible result of implementing the UDL
model. Besides this, connecting the lesson plan with the Universal Design for Learning
framework fosters a justification of the exclusiveness and pragmatic expression regarding the
lesion plan.
Discussion
Case study
Before going into the detailed analysis of the teaching plan and the cognate discussion it
is imperative to get a clear picture of the students, their strengths and the background from where

3TEACHING AND LEARNING IN INCLUSIVE SETTINGS
they belong. In this regards, it can be asserted that the growing importance of Universal Design
for Learning is essential in this context.
In this regards, the classroom is identified to possess a number of students belong to
different culture, ethnicity, nationality and psychological environment. There are 25 students in
the class with an age from 12 to 15 who are studied in sixth standard. Most of them are currently
the citizens of Australia but have a diaspora. In fact, difference of ethnicities and religion are also
associated with this.
Most of the students are belonged to Christianity but there are students from Islam and
Buddhism also. Based on this understanding, as a class teacher it should be the principle that the
lesson plan must not possess any foul terms that can hurt the students’ religious believes.
Moreover, there are students from ethnic minorities as well. As Australia witnesses
indigenous inhabitants and shares different cultural identity therefore it is very important to
consider the ethnic differences.
Furthermore, there are students who have no previous experience in English language or
not so fluent in speaking. Communication gap is considered to be a possible issue regarding the
process of teaching and learning. As a result of that inadequacy in understanding will be a great
problem for the students.
In this regards, it can also be attributed that there are some psychological differences
among students. In other words, every student has an individual style and capability to
understand the words of the teacher. Many of them are not so smart or advanced to grasp the
meaning of what the teacher asked them. In this regards, using simple words and lucid way of
teaching will be effective to influence the students.