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A facilitated approach

Suggestion for implementing Planning for diversity through inclusive design

A guided approach

These kōwae ako, learning modules, are designed to be facilitated. The facilitator may be someone within your learning setting or a teacher who specialises in inclusive practices such as SENCO, RTLB, learning support coordinators and specialists, and paraprofessionals supporting education.

The modules can be facilitated in multiple contexts:

for the whole staff
on teacher-only days
across Kāhui Ako
for curriculum departments within learning settings.

The facilitator guide

An illustraton of birds in the forest. A kereru on a nest, a tui on harakeke and a kea in flight

Planning for diversity through inclusive design: Facilitator guide (PDF, 2.6MB)

Use the comprehensive facilitator guide to assist you with:

the positioning of the three modules
an overview of key themes
guidance on effective facilitation approaches.

Facilitation tips

Planning facilitation with a UDL lens (PDF, 1.4MB)
Facilitation strategies for supporting professional learning (PDF, 46KB)

Supporting handouts

Resources you can use in your workshops. Some can be used at any time and others are suggested in particular modules.

Overview of the modules (PDF, 527KB)
Call to action plan (Word, 490KB)
UDL reflection questions (PDF, 215KB)
Universal supports on offer in our learning environment (PDF, 188KB)
Walk in my shoes - full (PDF, 92KB)
Walk in my shoes - blank (PDF, 91KB)
Whānau story - Fran (PDF, 866KB)
Whānau story - Sienna (PDF, 880KB)
Whānau story - Michael (PDF, 886KB)

Supporting videos

A leader's perspective

Principal Jo Grant talks about the school’s vision and how inclusive design helps them achieve equity for all learners. She uses the Universal Design for Learning framework to help kaiako think deeply about learners.

Source: Ministry of Education

Using student feedback in planning

Dave McNabb talks about gathering student voice to reflect on lesson planning and learning design. He builds agency by asking students to think about what worked in a lesson, what didn’t work and what changes and adjustments they could use to be more successful next time.

Source: Ministry of Education

A learner’s perspective

Students talk about their understanding of Universal Design for Learning and how flexible options can cater for people who learn differently. The school has empowered students to know what they are learning, how to access the tools and supports they need for learning and how to make the learning work for them.

Source: Ministry of Education

Working with an expert learner group

School leaders and the facilitator talk about how they developed a group of students as an expert learner group. As expert learners the students gained understanding of the Universal Design for Learning framework. This allowed them to recognise their own learning needs and appreciate how flexible options can cater for people that learn differently.