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Date
12 June 2025
Link
inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development

Design options for strategy development

Action and Expression guideline

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Why this matters

Why this matters

Taking ownership of learning involves setting goals, anticipating challenges, organising resources and monitoring progress.

Offer learners a range of tools and approaches that are accessible and customisable.

Single approaches may create unnecessary challenges and impact engagement and achievement (CAST, 2024).

Design options for strategy development prompts us to reflect on ways to:

This guideline also reminds us to consider:

  • How will these options support learners in reaching their goals?
  • Could any of these options create barriers or unnecessary challenges?
  • Will all learners have fair and equal access to high-quality choices?
  • How do these options reflect and respond to learner variability?

Source: Design options for strategy development: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Enhance capacity for monitoring progress

Enhance capacity for monitoring progress

Consider the variability of learners when selecting a range of self-reflection tools and approaches.

Ensure approaches are accessible and customisable (CAST, 2024).

  • Use visual tools like before-and-after photos, graphs, or portfolios to help learners see their progress over time.
  • Help learners explore and identify which types of feedback are most useful based on their preferences, goals, and learning contexts.
  • Offer templates that support self-reflection on the quality and completeness of their work.
  • Model different self-assessment strategies, such as role-playing, peer reviews, or video reflections.
  • Provide checklists, rubrics, models, and examples to support learners in evaluating their work.

Source: Enhance capacity for monitoring progress: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Challenge exclusionary practices

Challenge exclusionary practices

Listen to learners and their whānau about what supports learning and what gets in the way (CAST, 2024).

  • Provide regular community, whānau, class or individual reflection sessions to learn about what is working and what is getting in the way.
  • Work as individual teachers, teaching teams and as a whole staff to develop concrete and specific actions for addressing exclusionary practices and building inclusive communities.
  • When an exclusionary practice is identified, use community-based practices such as restorative practice to guide the restoration process.
  • Ensure that all participants in discussions are aware of any actions that are taken.

Source: Challenge exclusionary practices: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Next steps

More suggestions for implementing the strategy “Design multiple means of Action and Expression”:

Return to the guide “Universal Design for Learning”

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Universal Design for Learning

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Guide to Index of the guide: Universal Design for Learning

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This is a Ministry of Education initiative​​​​​​​. We shape an education system that delivers equitable and excellent outcomes.

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