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Date
02 September 2025
Link
inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2

Ensure materials and resources are flexibly designed and accessible to all

Suggestion for implementing the strategy ‘Planning using UDL in primary settings’

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Utilise technologies

Utilise technologies

Primary teacher, Linda Ojala describes her inclusive approach to using digital technologies to meet the wide and varied needs of students.

Video hosted on Vimeo http://vimeo.com/100662367

Source: Ministry of Education, inclusive education videos (NZ) (opens in a new tab/window)

Closed Captions

Source:
Ministry of Education, inclusive education videos (NZ)
https://vimeo.com/album/2950799

Digital text supports access and preferences

Digital text supports access and preferences

Digital text can be:
  • adjusted so that the style, size, and colour of fronts are the best fit for the student
  • converted to speech using text-to-speech tools, these can help students who need support with reading, prefer to listen to information rather than (or in addition to) looking at it, or who use it to help with editing
  • hyperlinked to definitions and background information; these can help students with new vocabulary, with comprehension, and can provide background knowledge when the subject is unfamiliar
  • easily linked to and from online environments and documents
  • accessed collaboratively, edited anytime or anywhere.

Suggestions for using text-to-speech

Suggestions for using text-to-speech

Encourage the use of text-to-speech across the curriculum.

  • Listen and read along with unfamiliar texts to develop reading fluency.
  • Access texts beyond the students’ reading level.
  • Listen to audio while doing another activity, such as exercise, travelling, or resting the eyes.
  • When editing writing, select sections of text and listen back for errors and fluency.

Reflection questions

Reflection questions

Consider the following questions in your own context.

  • How do I provide varied accessible media to present concepts and content?
  • In what ways do I invite student feedback on the usefulness and accessibility of materials?
  • Do I offer graphic organisers, rubrics, checklists, templates with varying amounts of content to help students to organise and document thinking?
  • Do I prepare materials and media designed with varied levels of challenge and make them available to all students?
  • Are the materials I offer relevant to students' lives?

Source: Adapted from CAST UDL curriculum self-check (opens in a new tab/window)

Useful resources

Useful resources

Website

Readwritethink

This online resource offers a range of graphic organisers and online interactive tools for teachers.

Publisher: International Literacy Association

Visit website

Next steps

More suggestions for implementing the strategy “Design considerations in primary settings”:

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: Behaviour and learning

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